Beyond In/visibility: A Decolonial Analysis of 21st Century K–12 Ethnic Studies Policies

• In Event: Curriculum as Control: Who Decides?

Abstract

In the last decade, K-12 ethnic studies policies have provided both hope and controversy. This study examines K-12 policy and curriculum documents from three states that passed ethnic studies bills: California, Indiana, and Oregon. Drawing on a decolonial approach to policy analysis, I consider how ethnic studies policies define ethnic studies in K-12 and how current iterations of ethnic studies align with the field’s origins. Data sources include legislative texts, state promotional materials, and media documents. The findings in this paper suggest that despite valuable efforts to engage ethnic studies, policy materials from California, Indiana, and Oregon contain serious shortcomings. These findings provide evidence of the orientations underlining ethnic studies policies in three leading states.

Author

• Jasmin Patron-Vargas, Texas A&M University
  Presenting Author