Ethnic Studies Without Ethnic Studies Pedagogy?: Mandating the Teaching of Ethnic Studies in Connecticut

• In Event: The Institutionalization of K-12 Ethnic Studies: Implementing Innovative Curricula across Diverse Social and Political Contexts

Abstract

Objectives
Beginning in 2022-23, Connecticut requires high schools to offer a Black and Latine Studies course. This state legislation is the first of its kind, and offers possibility to schools and communities for a curriculum that more fully includes the histories, cultures, and experiences of communities of color. Drawing on data collected as part of a larger ethnographic study that explores the experiences of teachers and students of Black and Latine Studies courses in the Hartford, Connecticut area, this paper explores the perspectives and pedagogical approaches of Black and Latine Studies teachers, and highlights the possibilities and limitations of mandating the teaching of ethnic studies (ES).

Perspectives
This paper builds on literature on ethnic studies education, and the concept of ethnic studies pedagogy (Tintiangco-Cubales et al., 2015). Research on ethnic studies education has documented how ES takes an asset-based perspective (Urrieta & Machado-Casas, 2013; Villanueva, 2013), strengthens the academic achievement and cultural identity of students of color (Bonilla et al., 2021; de los Rios, 2013), and serves to reimagine the role that youth of color can play in knowledge creation and shaping their own education (Cabrera, et al., 2013; Otero & Cammarota, 2011). Ethnic studies pedagogy emphasizes that ES should be centered on three components: access, relevance, and community (Tintiangco-Cubales et al., 2015). Effective ES teachers are committed to the anti-racist purpose of ES, and engage in culturally and community responsive pedagogy.

Methods & Data Sources
I analyze ethnographic data collected in 2022-23, which included participant observation in Black and Latine Studies classes, interviews with teachers and students, group reflection sessions with teachers, and document analysis of state curriculum and teacher-created class materials. This paper primarily draws on interviews and group reflection sessions with teachers.

Findings
I argue that when ES courses are mandated, there is variety in the pedagogical approaches of teachers. Specifically, I highlight how some ES educators support the course and curriculum, but teach without engaging in ethnic studies pedagogy. They focus primarily on the course content and skills development, without necessarily centering cultural relevance, community, and activism. This approach is contrary to the roots of ES, and teaching ES without an ethnic studies pedagogy can mean that the goals of ES are not met. However, I also argue that a state mandate for ES education creates space for teachers to embody ethnic studies pedagogy, and for students to engage in critical, transformative, and community centered learning.

Significance
The mandating of ES courses can send important messages about the knowledges, histories, and experiences considered essential. As Connecticut and other states move towards requiring the teaching of ES, it is important to consider how to ensure high quality ES education. This paper highlights that ES teaching and pedagogy can vary across educators, and that not all educators engage in ethnic studies pedagogy. As a result, mandated ES courses may fall short of the goals of ES education. The findings underscore the need to recruit and train ES teachers in ethnic studies pedagogy, particularly when ES courses are required.

Author

• Jia-Hui Stefanie Wong, Trinity College