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The Institutionalization of K-12 Ethnic Studies: Implementing Innovative Curricula across Diverse Social and Political Contexts
Sun, April 12, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), Los Angeles Convention Center, Floor: Level Two, Room 304ASession Type: Symposium
Abstract
This session will examine how educators, schools, and districts navigate educational, political, and policy tensions related to Ethnic Studies initiatives in California, Connecticut, and Massachusetts. We know a great deal about the rationale for teaching ethnic studies in secondary schools, and the positive impacts on students when ethnic studies courses are effectively implemented (e.g. Dee & Penner, 2017; Bonilla, Dee, & Penner, 2021; Sleeter & Zavala, 2020). However, we know less about how to ensure ethnic studies programs survive and thrive amid the constraints, structures, and politics of public schooling, nor do we fully understand the complexities involved in implementing these courses and curricula across diverse contexts. This symposium includes a range of methodological approaches and data sets exploring these questions.
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Papers
Precarious Possibilities: One School District’s Effort to Institutionalize Critical Ethnic Studies - Kysa Nygreen, University of Massachusetts - Amherst; Joel A. Arce, University of Massachusetts Amherst; Dana Altshuler, University of Massachusetts - Amherst; Keisha L. Green, University of Massachusetts - Amherst; Laura A. Valdiviezo, University of Massachusetts - Amherst
Mandating an Elective? The Implementation of Black and Latino Studies Courses in Connecticut High Schools - Hannah Cooke, University of Connecticut; Alexandra J. Freidus, University of Connecticut; Janak Raj Pant, University of Connecticut
Ethnic Studies Without Ethnic Studies Pedagogy?: Mandating the Teaching of Ethnic Studies in Connecticut - Jia-Hui Stefanie Wong, Trinity College
Ethnic Studies Teachers as Policymakers: Imagining Ethnic Studies for Multilingual Newcomer Immigrant Youth in California - Rita Kamani-Renedo, Stanford University; Eujin Park, Stanford University