Miguel Zavala

This timely and compelling book conceptualizes Ethnic Studies not only as a vehicle to transform and revitalize the school curriculum but also as a way to reinvent teaching. Drawing on Sleeter's research review on the impact of Ethnic Studies commissioned by the National Education Association (NEA), the authors show how the traditional curriculum's Eurocentric view of the world affects diverse student populations. The text highlights several contemporary exemplars of curricula—from classroom level to district or state-wide—illustrating core concepts in Ethnic Studies across a variety of disciplines and grade levels. A final chapter considers how research on P–12 ethnic studies can be conceptualized and conducted in ways that further both advocacy and program sustainability. Transformative Ethnic Studies in Schools is essential reading for educators working to transform schools by rehumanizing learning spaces for all students.Book Features:Explores how the traditional curriculum is not ideologically neutral and the effect that has on both students of color and White students.Situates Ethnic Studies within anti-racist movements to decolonize schooling.Illustrates the transformative potential of contemporary Ethnic Studies projects. Draws on the insights of Ethnic Studies teachers, researchers, and activists from across the United States.Updates and expands on NEA's synthesis of the research on the academic and social value of Ethnic Studies.

This timely and compelling book conceptualizes Ethnic Studies not only as a vehicle to transform and revitalize the school curriculum but also as a way to reinvent teaching. Drawing on Sleeter's research review on the impact of Ethnic Studies commissioned by the National Education Association (NEA), the authors show how the traditional curriculum's Eurocentric view of the world affects diverse student populations. The text highlights several contemporary exemplars of curricula—from classroom level to district or state-wide—illustrating core concepts in Ethnic Studies across a variety of disciplines and grade levels. A final chapter considers how research on P–12 ethnic studies can be conceptualized and conducted in ways that further both advocacy and program sustainability. Transformative Ethnic Studies in Schools is essential reading for educators working to transform schools by rehumanizing learning spaces for all students.Book Features:Explores how the traditional curriculum is not ideologically neutral and the effect that has on both students of color and White students.Situates Ethnic Studies within anti-racist movements to decolonize schooling.Illustrates the transformative potential of contemporary Ethnic Studies projects. Draws on the insights of Ethnic Studies teachers, researchers, and activists from across the United States.Updates and expands on NEA's synthesis of the research on the academic and social value of Ethnic Studies.

Raza Struggle and the Movement for Ethnic Studies: Decolonial Pedagogies, Literacies, and Methodologies presents an investigation of decolonization in the context of education and what this means for ethnic studies projects. It accomplishes this exploration by looking at the history of Raza communities, defined broadly as the Indigenous and mestizo working class peoples from Latin America, with a focus on the complex yet unifying Chicanx-Mexican experience in the Southwest United States. This book bridges the fields of history, pedagogy, and decolonization through a creative and interweaving methodology that includes critical historiography, dialogue, autoethnography, and qualitative inquiry. Collectively, this work opens new ground, challenging scholars and educators to rethink critical education rooted in traditional and Western frameworks. Arguing for decolonial and Indigenous approaches, the author invites educators and cultural workers to reflect on learning and community in their praxis. Raza Struggle and the Movement for Ethnic Studies will be of interest to students of ethnic studies and Latin American and Mexican history. It is also relevant to teachers, teacher educators, and scholars who are intent on creating spaces of hope and possibility rooted in Freirean, decolonial, and Indigenous frameworks.