In Lak Ech Pedagogy: The Decolonial and Humanizing Potential of Ethnic Studies Pedagogy

• In Event: Precious Knowledge and Sacred Pedagogies: Centering Ethnic Studies Principles in Practice

Abstract

As Ethnic Studies becomes a more popular option for schools, school districts, and other educational institutions, a myriad of issues have been raised in regard to the type of professional development and teacher preparation that will be needed to ensure fidelity to the Ethnic Studies tenets and pedagogy that were so critical to the successful academic achievement in recent research data (Dee & Penner, 2016; Cabrera, Milem, Jaquette, & Marx, 2014). The paper is a study in process with teachers in California who are receiving Ethnic Studies professional development to implement Ethnic Studies courses in their school districts. The paper also draws on a larger study that focused on the impact of an Ethnic Studies pedagogy, which is grounded in Meso-American Indigenous epistemologies, on the ethnic and academic identity of students of color in a Chicanx/Latinx Literature class.

I use critical race theory to illuminate the notion that race is a central and persistent characteristic in United States society and its institutions which informs the need for Ethnic Studies pedagogy in public schools (Ladson-Billings, 1999; Yosso, 2002, 2006). Of equal importance is the work of critical pedagogues in regard to the concepts of conscientization and emancipation in educational practices, especially in regard to the process of students becoming critically conscious of their world and the systems that they engage in throughout their lives (Freire, 2000). In addition, I turn to Ethnic Studies pedagogy (Tintiangco-Cubales, et. al., 2014) and Meso-American Indigenous epistemologies (Arce, 2016, Acosta, 2014; 2007), that informed the pedagogical framework of the Mexican American/Raza Studies program in Tucson, Arizona.

The methodologies include artifacts from teacher professional development and student artifacts from Ethnic Studies classrooms facilitated by the teachers. The findings can be significant in illustrating the impact of humanizing and decolonial teaching practices grounded in Ethnic Studies pedagogy toward creating a positive academic ethos for students.

There is a large gap of educational research literature on the pedagogical impact of Ethnic Studies programs. In addition, colleges of education and teacher preparation programs will soon need to develop courses that reflect the new demand for Ethnic Studies requirements. There is a necessity for these new courses, tracks, and educational research to be authentic to the Ethnic Studies pedagogical tenets that have demonstrated positive academic impact and outcomes for students. Furthermore, Ethnic Studies pedagogy grounded in humanizing and decolonial practices could potentially shift education research scholarship to be more reflective of the lives of our most vulnerable and marginalized students, and what is working best for them in their educational experience at school.

Author

• Curtis Acosta, The University of Arizona