Praxis-Centered Professional Development: K–12 Interdisciplinary Ethnic Studies Across One School System

• In Event: Another Teacher Education Is Possible: The Case for Ethnic Studies and the Preparation of All Teachers

Abstract

Objectives & Research Questions
A growing body of research from education scholars shows that an Ethnic Studies pedagogy taught at the K-12 level exposes students to an empowering and academically rigorous curriculum. This curriculum has proven to have positive academic and social benefits to students of all races and ethnicities (Cabrera, et al., 2012; Dee & Penner, 2016; Sleeter, 2011). This study follows a group of teachers and administrators who created a Pre-k-12 interdisciplinary Ethnic Studies program. The following questions guide this study: 1) How can we support K-12 educators navigating the Common Core standards to infuse Ethnic Studies pedagogy in the classroom? 2) What resources, training, and guidance do teachers need to become highly skilled Ethnic Studies practitioners in their respective grade levels and academic disciplines?


Theory
Drawing from scholarship documenting the implementation of Ethnic Studies (Cuauhtin et al., 2019; de Los Rios, 2016; Picower, 2021; Reyes McGovern & Buenavista, 2016; Tintiangco-Cubales, et al., 2014; Valdez, 2017; 2018) a series of critical professional developments (Kohli, Picower, Martinez, Ortiz, 2015) were created to expand teacher’s understanding of theoretical implications for curriculum development, establishing classroom culture, and implementing engaging lessons. Collectively, these theoretical frameworks provided a knowledge base that frame the study’s design and analysis.

Methods/Sources
This case study study highlights a praxis-centered professional development (PD) training for an entire school system consisting of several campuses. Participants in the PD included: teachers, peer mentoring of Ethnic Studies teacher leaders to participating teachers, administrative training, Ethnic Studies Parent workshops, partnerships with Ethnic Studies scholars and community resources. The PD were used to develop/enhance K-12 teachers skills in order to weave Ethnic Studies pedagogy into their daily classroom instruction. Data were collected over several years beginning in 2015 and consisted of: artifacts, lesson plans and unit plans presented during an annual Ethnic Studies Curriculum Fair, planning minutes from the Ethnic Studies Leadership Taskforce, teacher feedback to PD sessions, classroom observation notes, Ethnic Studies Program teacher testimonios, and field notes.

Findings
Over the past six years the Ethnic Studies Program grew significantly into a network wide academic priority where all teachers and staff were trained in Ethnic Studies pedagogy and practices. Findings were used to shape the creation of three professional development strands: year 1 participants, returning participants and administrators. Utilizing projects such as Finding Our Roots as an anchor to connect students to the diverse and intersectional world around them, an example unit was created for a predominantly Guatemalan classroom learning about the Garifuna people. The unit allowed for critical conversations about the Afro-Guatemalan community and the importance of celebrating and appreciating their existence and contributions.

Significance
Findings from this case study reveal this model for K-12 interdisciplinary Ethnic Studies implementation and praxis-centered professional development can be a model for other school districts nationwide as Ethnic Studies becomes more integrated in K-12 spaces. Educators have room within the common core standards to infuse Ethnic Studies pedagogy when provided the right tools, resources, and professional developments to do so.

Authors

• Ellie Franco, Sandra Cisneros Learning Academy

• Ron Espiritu, Camino Nuevo Charter Acadamy

• Nadia Orozco, Sandra Cisneros Learning Academy