Abstract
In direct contrast to Arizona’s criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District’s Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy: culturally responsive pedagogy, community responsive pedagogy and teacher racial identity development. We then tease out these components, briefly reviewing the literature for each, leading to a synthesized definition of Ethnic Studies pedagogy. We conclude the paper by providing recommendations for practice and research in the interest of preparing and supporting effective Ethnic Studies teaching in K-12 classrooms.
Similar content being viewed by others
References
Achinstein, B., & Aguirre, J. (2008). Cultural match or culturally suspect: How new teachers of color negotiate sociocultural challenges in the classroom. Teachers College Record, 110, 1505–1540.
Achinstein, B., Freitas, C., Ogawa, T., & Sexton, D. (2010). Retaining teachers of color: A pressing problem and a potential strategy for “hard-to-staff” schools. Review of Educational Research, 80(1), 71–107.
Achinstein, B., & Ogawa, R. T. (2011a). Change(d) agents: New teachers of color in urban schools. New York: Teachers College Press.
Achinstein, B., & Ogawa, R. T. (2011b). New teachers of color and culturally responsive teaching in an era of educational accountability: Caught in a double bind. Journal of Educational Change, 13(1), 1–39.
Acuña, R. (1996). Anything but Mexican: Chicanos in contemporary Los Angeles. New York: Verso.
Akom, A. A. A. (2011). Black emancipatory action research: Integrating a theory of structural racialisation into ethnographic and participatory action research methods. Ethnography and Education, 6(1), 113–131.
Au, K. H., & Blake, K. M. (2003). Cultural identity and learning to teach in a diverse community: Findings from a collective case study. Journal of Teacher Education, 54(3), 192–205.
Aveling, N. (2001a). “Hacking at our very roots”: Rearticulating White racial identity within the context of teacher education. Race Ethnicity and Education, 9(3), 261–274.
Aveling, N. (2001b). “Where do you come from?” Critical storytelling as a teaching strategy within the context of teacher education. Discourse: Studies in the Cultural Politics of Education, 22(1), 35–48.
Avendaño, C. A. V. (2007). “De-COLUMNizing” education: A case of how Filipino studies may affect high school students’ sense of agency. (Unpublished Masters thesis). Stanford University, Palo Alto.
Baptiste, S. A. (2010). Moving beyond Black History month: How three teachers interpreted and implemented the New Jersey Amistad legislation. (Unpublished doctoral dissertation). Rutgers University.
Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. The Negro Educational Review, 57, 85–100.
Bautista, M. A. (2012). Pedagogy of agency: Examining participatory action research as a tool for youth empowerment and advocacy. (Unpublished doctoral dissertation). University of California, Los Angeles.
Berta-Ávila, M. I. (2004). Critical Xicana/Xicano educators: Is it enough to be a person of color? The High School Journal, 87(4), 66–79.
Butler, J. E. (2001). Color-line to borderlands: The matrix of American Ethnic Studies. Seattle, WA: University of Washington Press.
Cabrera, N. L., Milem, J. F., & Marx, R. W. (2012). An empirical analysis of the effects of Mexican American Studies participation on student achievement within Tucson Unified School District. Report submitted June 20, 2012, to Willis D. Hawley, PhD., Special Master for the Tucson Unified School District Desegregation Case. University of Arizona. Retrieved from http://works.bepress.com/nolan_l_cabrera/17/#.UKQ.
California Commission on Teacher Credentialing. (2002). Social science subject matter requirements. Retrieved from http://www.cset.nesinc.com/PDFs/CS_socialscience_SMR.pdf.
California Commission on Teacher Credentialing. (2011). Report on passing rates of commission-approved examinations from 2005–2006 to 2009–2010. Sacramento, CA: Professional Services Committee. Retrieved from www.ctc.ca.gov/commission/agendas/2011-06/2011-06-5C.pdf.
California Department of Education. (2012). California state education profile: Fiscal year 2010–2011. Retrieved from www.ed-data.k12.ca.us.
Camangian, P. (2010). Starting with self: Teaching autoethnography to foster critically caring literacies. Research in the Teaching of English, 45(2), 179–204.
Cambium Learning and National Academic Educational Partner. (2011). Curriculum audit of the Mexican American Studies Department, Tucson Unified School District. Retrieved from http://saveethnicstudies.org/state_audit.shtml.
Cammarota, J., & Romero, A. (2009). A social justice epistemology and pedagogy for Latina/o students: Transforming public education with participatory action research. New Directions for Youth Development, 123, 53–65.
Cammarota, J., & Romero, A. (2011). Participatory action research for high school students: Transforming policy, practice, and the personal with social justice education. Educational Policy, 25(3), 488–506.
Carter, P., & Welner, K. (Eds.). (2013). Closing the opportunity gap: What America must do to give every child an even chance. New York: Oxford University Press.
Daus-Magbual, R. R. (2010). Political, emotional, powerful: The transformative influence of the Pin@y Educational Partnerships. (Unpublished doctoral dissertation). University of San Francisco.
Daus-Magbual, A. (2011). Courageous hope: Critical leadership praxis of Pin@y Educational Partnerships. (Unpublished doctoral dissertation). San Francisco State University.
Dee, T. S. (2004). Teachers, race, and student achievement in a randomized experiment. The Review of Economic and Statistics, 86(1), 195–210.
Duncan-Andrade, J. M., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. New York: Peter Lang Publishing.
Fanon, F. (1963). The wretched of the earth. New York: Grove Press.
Fránquiz, M. E., & del Carmen Salazar, M. (2004). The transformative potential of humanizing pedagogy: Addressing the diverse needs of Chicano/Mexicano students. High School Journal, 87(4), 36–54.
Freire, P. (1970, 2000). Pedagogy of the oppressed. New York: Continuum.
Gay, G. (2010). Culturally responsive teaching (2nd ed.). New York, NY: Teachers College Press.
Ginwright, S., & Cammarota, J. (2007). Youth activism in the urban community: Learning critical civic praxis within community organizations. International Journal of Qualitative Studies in Education, 20(6), 693–710.
Gomez, M. L., Rodriguez, T. L., & Agosto, V. (2008). Life histories of Latino/a teacher candidates. Teachers College Record, 110(8), 1639–1676.
Gonzales, D. P., Tintiangco-Cubales, A., Salunga, N., Schroeder, S., & Daus-Magbual, R. (2009). Our history of Ethnic Studies: Stories from San Francisco State University. In A. Tintiangco-Cubales (Ed.), Pin@y Educational Partnerships: A Filipina/o American Studies sourcebook, Volume 2: Filipina/o American identities, activism, and service (Vol. 2, pp. 73–86). Santa Clara, CA: Phoenix Publishing House International.
Halagao, P. E. (2010). Liberating Filipino Americans through decolonizing curriculum. Race Ethnicity and Education, 13(4), 495–512.
Hefflin, B. R. (2002). Learning to develop culturally relevant pedagogy: A lesson about cornrowed lives. Urban Review, 34(3), 231–250.
Howard, T. C. (2001). Telling their side of the story: African-American students’ perceptions of culturally relevant teaching. The Urban Review, 33(2), 131–149.
Hu-DeHart, E. (1993). The history, development, and future of Ethnic Studies. Phi Delta Kappan, 75(1), 50–54.
Jocson, K. M. (2008). Kuwento as multicultural pedagogy in high school Ethnic Studies. Pedagogies: An International Journal, 3(4), 241–253.
Johnson, L. (2002). “My eyes have been opened”: White teachers and racial awareness. Journal of Teacher Education, 55(2), 153–167.
Kohli, R. (2009). Critical race reflections: Valuing the experiences of teachers of color in teacher education. Race Ethnicity and Education, 12(2), 235–251.
Kohli, R. (2013). Unpacking internalized racism: Teachers of color striving for racially just classrooms. Race Ethnicity and Education. doi:10.1080/13613324.2013.832935.
Ladson-Billings, G. (1990). Like lightning in a bottle: Attempting to capture the pedagogical excellence of successful teachers of Black students. International Journal of Qualitative Studies in Education, 3, 335–344.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass.
Laughter, J. (2011). Rethinking assumptions of demographic privilege: Diversity among White preservice teachers. Teaching and Teacher Education, 7, 43–50.
Lipka, J., Hogan, M., Webster, J., Yanez, E., Adams, B., Clark, S., et al. (2005). Math in a cultural context: Two case studies of a successful culturally-based math project. Anthropology & Education Quarterly, 36(4), 367–385.
Marx, S. (2006). Revealing the invisible: Confronting passive racism in teacher education. New York: Routledge.
McIntyre, A. (2000). Constructing meaning about violence, school, and community: Participatory action research with urban youth. Urban Review, 32(2), 123–154.
Mohanty, C. T. (2003). Feminism without borders: Decolonizing theory, practicing solidarity. Durham, London: Duke University Press Books.
Morrell, E. (2004). Becoming critical researchers: Literacy and empowerment for urban youth. New York: Peter Lang.
National Center for Education Statistics (2011). The nation’s report card: Reading 2011 (NCES 2012–457). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
National Center for Education Statistics. (2012). Integrated postsecondary education data system: Completions survey, 2001–10. Washington, DC: Institute of Education Sciences, U.S Department of Education.
National Collaborative on Diversity in the Teaching Force. (2004, October). Assessment of diversity in America’s teaching force. Washington, DC.
National Research Council. (2000). Tests and teaching quality: Interim report. Committee on Assessment and Teaching Quality, Board on Testing and Assessment. Washington, DC: National Academy Press.
National Research Council. (2001). Testing teacher candidates. Committee on Assessment and Teaching Quality, Board on Testing and Assessment. Washington, DC: National Academy Press.
Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
Noguera, P., & Akom, A. (2000, June 5). Causes of racial achievement gap all derive from unequal treatment: Disparities demystified. The Nation, 5(2), 29–31.
Perez Huber, L., Johnson, R. N., & Kohli, R. (2006). Naming racism: A conceptual look at internalized racism and US schools. Chicana/Latina/Law Review, 26, 183–206.
Picower, B. (2009). The unexamined Whiteness of teaching: How White teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197–216.
Pollard, D. S., & Ajirotutu, C. (2001). Lessons from America: The African American immersion schools experiment. In R. Majors (Ed.), Educating our Black children: New directions and radical approaches (pp. 79–89). New York: Routledge.
Rios, F., & Montecinos, C. (1999). Advocating social justice and cultural affirmation. Equity & Excellence in Education, 32(3), 66–76.
Romero, A., Cammarota, J., Dominguez, K., Valdez, L., Ramirez, G., & Hernandez, L. (2008). “The opportunity if not the right to see”: The Social Justice Education Project. In J. Cammarota & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 131–151). New York: Taylor & Francis.
Sanders, F. C. (2009). A curricular policy forty years in the making: The implementation of an African American history course in the Philadelphia school district. (Unpublished doctoral dissertation). The Pennsylvania State University.
Sleeter, C. E. (2005). Un-standardizing curriculum: Multicultural teaching in standards-based classrooms. New York: Teachers College Press.
Sleeter, C. E. (2008). Preparing White teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.), Handbook of research in teacher education: Enduring issues in changing contexts (3rd ed., pp. 559–582). New York: Routledge.
Sleeter, C. E. (2011). The academic and social value of Ethnic Studies: A research review. Washington, DC: National Education Association.
Strobel, L. M. (2001). Coming full circle: The process of decolonization among post-1965 Filipino Americans. Quezon City: Giraffe Books.
Su, Z. (1996). Why teach: Profiles and entry perspectives of minority students as becoming teachers. Journal of Research and Development in Education, 29(3), 117–133.
Su, Z. (1997). Teaching as a profession and as a career: Minority candidates’ perspectives. Teaching and Teacher Education, 13(3), 325–340.
Tatum, B. D. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62(1), 1–24.
Tejeda, C., Espinoza, M., & Gutierrez, K. (2002). Toward a decolonizing pedagogy: Social justice reconsidered. In P. P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social change (1st ed.). New York, London: Routledge.
Tintiangco-Cubales, A. (2009). Pin@y Educational Partnerships: A Filipina/o American Studies sourcebook, volume 2: Filipina/o American identities, activism, and service. Santa Clara, CA: Phoenix Publishing House International.
Tintiangco-Cubales, A. (2010, July 5). What is Ethnic Studies pedagogy? Presented at the Ethnic Studies teacher training retreat, San Francisco, CA.
Tintiangco-Cubales, A. (2012, October 7). ARC of Ethnic Studies. Presented at the Ethnic Studies Assembly meeting, San Francisco, CA.
Tintiangco-Cubales, A., Kiang, P. N., & Museus, S. D. (2010). Praxis and power in the intersections of education. AAPI Nexus, 8(1), v–xvii.
Ullucci, K. (2011a). Culturally relevant teaching: Lessons from elementary classrooms. Action in Teacher Education, 33(4), 389–405.
Ullucci, K. (2011b). Learning to see: The development of race and class consciousness in White teachers. Race Ethnicity and Education, 14(4), 561–577.
Umemoto, K. (1989). “On strike!” San Francisco State College Strike, 1968–1969: The role of Asian American students. Amerasia Journal, 15(1), 3–41.
Valenzuela, A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. New York: State University of New York Press.
Villegas, A. M., & Irvine, J. J. (2010). Diversifying the teaching workforce: An examination of major arguments. Urban Review, 42(3), 175–192.
Watahomigie, L. T., & McCarty, T. L. (1994). Bilingual/bicultural education at Peach Springs: A Hualapai way of schooling. Peabody Journal of Education, 69(2), 6–42.
Woo, M. (1989). What have we accomplished? From the Third World Strike through the conservative Eighties. Amerasia Journal, 15(1), 81–89.
Yang, P. Q. (2000). Ethnic studies: Issues and approaches. Albany: SUNY Press.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.
Yosso, T. J., Parker, L., Solórzano, D. G., & Lynn, M. (2004). From Jim Crow to affirmative action and back again: A critical race discussion of racialized rationales and access to higher education. Review of Research in Education, 28, 1–25.
Zeichner, K. (2003). The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students. Teachers College Record, 105(3), 490–515.
Author information
Authors and Affiliations
Corresponding author
Additional information
All authors contributed equally to the writing of this article.
Rights and permissions
About this article
Cite this article
Tintiangco-Cubales, A., Kohli, R., Sacramento, J. et al. Toward an Ethnic Studies Pedagogy: Implications for K-12 Schools from the Research. Urban Rev 47, 104–125 (2015). https://doi.org/10.1007/s11256-014-0280-y
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11256-014-0280-y