A “Living” Chicana/o/x History: Confronting Racial Injustice by Centering Place-Based Knowledges and Histories in Secondary Curriculum

• In Event: AERA Roundtable Session Saturday 1:45 pm
  In Roundtable Session: Latinx Communities and the Navigation of Contested Educational Space

Abstract

This paper examines the enactment of a place-based curriculum for secondary students in Ethnic Studies classrooms that was built around a significant movement for educational and racial justice in California-- the Chicano Walkouts of 1968. Guided by the research questions, How is the history of a social movement leveraged towards racially-just future making in secondary curricula? How do place-based knowledge(s) in secondary curricula shape student racial literacy development? data were collected from teacher and student participants via semi-structured interviews, participant observations and document collection. Findings highlight how three components of this curricula were successfully leveraged in the teaching of a social movement at the secondary level to promote racial justice by supporting the development of students’ racial literacies.

Author

• Arturo Nevárez, California State University - Stanislaus