Critical Race Dialogue and Curriculum: Teacher Collaboration and the Implementation of Ethnic Studies in High School Classrooms
In the United States, Ethnic Studies has become a highly contested arena at the K-12 level. Programs like Tucson’s Mexican American Studies have been dismantled. In direct contrast, some California schools are taking action to institutionalize Ethnic Studies. This project examines the emergence of comparative Ethnic Studies at the high school level in the San Francisco Bay Area. I am particularly interested in exploring the relationship between critical race dialogue and the teaching and learning of curriculum that recovers and reconstructs the counternarratives, perspectives, epistemologies, and cultures of those who have been historically neglected and denied citizenship or full participation within traditional discourse and institutions. Through an ethnographic approach, I will generate data through participant observation and semi-structured interviews to understand how race, gender, sexual orientation, and class inform the development and implementation of high school comparative Ethnic Studies curricula. This study demonstrates several implications for the field of education, particularly within teacher education and teacher professional development.