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Session Type: Symposium
In the wake of the court case regarding Arizona’s ban on Mexican American Studies, ethnic studies course offerings and requirements have been expanding throughout the country. This poses the following problems: How can ethnic studies maintain its critical edge through this expansion? With very few ethnic studies-trained teachers in existence, how is it possible to meet the rising demand for educators with this expertise? This multifaceted panel will explore several ways that scholars, educators, and activists, are rising to meet this challenge, whether it be through ethnic studies-oriented program assessment (Paper 2), cutting-edge professional development (Papers 4 and 5), innovative ethnic studies curriculum (Paper 3), or further developing the epistemological and ontological orientation of contemporary ethnic studies (Paper 1).
Decolonial Advocacy in the Struggle for Ethnic Studies in Texas: Foucault, Chicana Feminist Epistemology, and Liberating Ways of Knowing in State Curriculum - Angela Valenzuela, The University of Texas at Austin
A Necessary Pairing: Using Research to Reinforce the Connections Between Academic Outcomes and Ethnic Studies Curricula - Thandeka K. Chapman, University of California - San Diego
"See, Click, Fix": Civic Interrogation and Digital Tools in a Ninth-Grade Ethnic Studies Classroom - Cati V. de los Rios, University of California - Davis
Decolonizing Professional Development: A Rehumanizing Approach - Anita Fernández, Prescott College/XITO
Critical Race Dialogue, Brave Space, and Professional Development With Ethnic Studies Teachers - Jocyl Sacramento, University of California - Berkeley