Effective Teaching for Whom? For What Purpose? Toward a Transformative Ethnic Studies Pedagogy

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Examining Justice-Driven Pedagogies Within Disciplinary Contexts (Table 23)

Abstract

It remains to be seen whether the new ES requirement will remain faithful to its transformative roots or blunted of its transformative edge (Sleeter & Zavala, 2020). The first part of this study traces three social justice orientations in education to capture their transformative elements. The second part is an empirical qualitative study of three high school teachers deemed effective by young people. Using ethnographic methods, I follow these teachers into the classroom to understand their practices. The ES practitioner used Xicano/Indigenous epistemologies to help develop a more profound political consciousness in students. This study exemplifies what educators can accomplish when ES principles are practiced with fidelity. The findings in this study can create new forms of justice in education.

Author

• Orlando L. Carreón, Sonoma State University