Policy Isn’t Enough: Creating Space for the Becoming of Ethnic Studies Teachers

• In Event: Liberation as Political Imperative: Toward the Conceptualization of Ethnic Studies Education

Abstract

Although we should celebrate California’s wins around Ethnic Studies, including California's Assembly Bills 101 and 1460, the passing of policy is not enough. In the rush to implement Ethnic Studies, there is a hyper-focus on course approvals and acquiring curriculum. Alternately, this paper focuses on weaving the voices of Ethnic Studies practitioners to explore what we believe is necessary for principled implementation.
The practitioners in this paper have had experiences implementing Ethnic Studies prior to state-wide policies and have been active in current efforts to roll out district and state requirements. Each provides perspectives that show (a) the need to make sure that definition of Ethnic Studies is clear, accessible, and rooted in its origin and purpose; (b) the importance of identity/ies development in becoming Ethnic Studies teachers; (c) the pedagogical purpose and nuances in Ethnic Studies classroom practice; and (d) what needs to be considered for effective, principled implementation.
In the United States, there is an overwhelming presence of white teachers in schools that are predominantly populated by students of color (Contreras, 2022). In the implementation of the requirement in California, the focus has been more on how to equip white teachers to teach Ethnic Studies versus recruiting and retaining teachers of color with Ethnic Studies backgrounds. Regardless of whether or not an Ethnic Studies teacher is white or a teacher of color, there is a need for them to explore their identities. What we have seen, as Ethnic Studies teachers, practitioners, and consultants, is that teachers who have delved into and continue to engage their racial, ethnic, cultural, and multidimensional identities that include gender, sexuality, class, and ability have strong connections to students. A teacher who has committed to a journey of learning about who they are, their family/community history, and their relation to power structures allow them to model and guide students in their own identity/ies journeys.
This collaborative paper weaves the voices of Ethnic Studies practitioners of color, five of those who are teaching Ethnic Studies in public schools and five who are teachers on special assignment (TSA) who are leading Ethnic Studies implementation, curriculum creation, and teacher development. The practitioners have been teaching Ethnic Studies for 4–25 years. Half of the practitioners have taught Ethnic Studies in Northern California, and the other half in Southern California. We weave our own personal experiences and views as practitioners, teachers and scholars, and lead consultants of Ethnic Studies who have facilitated and shaped teacher development throughout California and the United States.
There is no doubt there is a need to have professional development for the implementation of Ethnic Studies in both K–12 and at the university level. Based on the experiences and expertise of the practitioners in this paper, we suggest the following framework to consider in the for Ethnic Studies teacher development:
1. Start with teacher identity
2. Build systems literacy
3. Community-based learning
4. Community partnerships
5. Teacher mentorship/circles
6. Develop Ethnic Studies content and curriculum
7. Focus on Ethnic Studies Pedagogy

Authors

• Allyson Tintiangco-Cubales, San Francisco State University

• Artnelson Concordia, Santa Barbara Unified School District