From Classroom to Community: K-12 Ethnic Studies for Community Engagement

• In Event: Critical Issues in Action Research: Immigrant & Refugee Education, Ethnic Studies, Teacher Quality, Community, and Indigenous Youth

Abstract

This qualitative case study explores how Ethnic Studies educators and Latinx students engage in Youth Participatory Action Research to foster critical consciousness, healing, and community engagement in response to racialized immigration policy. Drawing on Critical Race Theory and Community Responsive Pedagogy, the study analyzes four interviews with teachers and 28 students at a large comprehensive high school in Southern California. Preliminary findings highlight the role of ES courses in cultivating socio-emotional well-being, and student-led community action. Results emphasize the importance of educator collaboration and community responsive pedagogy. This study offers a model of ES praxis that empowers youth and sustains teacher agency amid ongoing political challenges.

Author

• Edward Flores, California State University - Northridge