I Was Taught to be Bold in My Black Womanhood

2021 ◽  
Vol 44 (3) ◽  
pp. 61-63
Author(s):  
Ron Scapp
Keyword(s):  
Social Justice ◽  
Ethnic Studies ◽  
Black Womanhood

Julia Jordan-Zachery discusses her origins in Barbados, her early notions of social justice, and how those connect to her work as an academic in Ethnic Studies. In this interview by Ron Scapp, Jordan-Zachery explains her vision of the Association for Ethnic Studies.

TWLF Images

2019 ◽  
Vol 42 (2) ◽  
pp. 169-172
Author(s):  
Jesús Barraza
Keyword(s):  
Social Justice ◽  
Third World ◽  
Ethnic Studies ◽  
The Third ◽  
The Third World

Jesús Barraza is an interdisciplinary artist whose work centers on social justice themes. Jesús provides a brief introduction to his artwork, focusing on posters he created that reflect different anniversary years of the Third World Liberation Front and Ethnic Studies at UC Berkeley.

Editor's Notes

2007 ◽  
Vol 30 (1) ◽  
pp. i-ii
Keyword(s):  
Social Justice ◽  
Ethnic Group ◽  
Ethnic Groups ◽  
Subject Matter ◽  
General Public ◽  
Ethnic Studies ◽  
Ethnic Communities ◽  
The Social ◽  
Institutional Challenges ◽  
Group Experience

This double issue features a range of articles which explore topics, issues and subject matter important to ethnic studies scholars, students, and the general public. In an important interdisciplinary way, these articles are each interdisciplinary explorations into the multi varied ethnic group experience. Some of these pieces provide research focused examinations of the life and living in ethnic communities. Other articles provide literary analyses of the challenges and rewards of life in ethnic communities. Still other articles offer critical perspectives regarding the social justice challenges facing ethnic groups as they attempt to successfully navigate institutional challenges still impeding the quest for social justice.

Portals and Praxis in Japanese American Public History

2016 ◽  
Vol 98 (3) ◽  
pp. 259-274
Author(s):  
Cherstin M. Lyon
Keyword(s):  
Social Justice ◽  
Asian American ◽  
General Public ◽  
Public History ◽  
Ethnic Studies ◽  
Problem Posing ◽  
Japanese American ◽  
Museum Collections ◽  
The Public ◽  
Asian American History

The rise of Asian American History and Ethnic Studies courses, decentered whiteness in museum collections and exhibitions, and ethnic preservation activism all have the potential to inform and sensitize the general public in the same sense advocated by revolutionary thinker Paulo Freire. Ideally, they are all forms of problem-posing education that deeply engages and activates the public on behalf of social justice for the excluded or oppressed.

Writing Oneself Into the Curriculum: Photovoice Journaling in a Secondary Ethnic Studies Course

2020 ◽  
Vol 37 (4) ◽  
pp. 487-511
Author(s):  
Cati V. de los Ríos
Keyword(s):  
Social Justice ◽  
Research Methodology ◽  
Ethnic Studies ◽  
Writing Pedagogy ◽  
Racial Justice ◽  
Literacy Studies ◽  
Transnational Students ◽  
Promising Area ◽  
Field Notes

The writing of transnational youth has continued to emerge as a promising area of research in writing and literacy studies, and yet despite the breadth of this work, few studies have examined transnational students’ writing about social and racial justice. Drawing on theoretical contributions of coloniality, this article highlights the experiences of one immigrant adolescent’s participation in a secondary ethnic studies course in California. In this study, photovoice was used as a mutually informing classroom writing pedagogy and research methodology to understand how students in an ethnic studies course problematize the dominance of Whiteness in school. I specifically analyze field notes and a focal student’s writing and interviews to demonstrate (a) her understandings of her participation in this course and (b) the ways in which her writing of self was a form of curricular justice that spanned school and home. These findings help to amplify writing as a tool for social justice and remind us that literacy and students’ histories are inextricably linked.

Situating Native American Studies and Red Feminisms

2019 ◽  
Vol 42 (2) ◽  
pp. 196-209
Author(s):  
Leece M. Lee-Oliver
Keyword(s):  
Social Justice ◽  
Native American ◽  
American Studies ◽  
Ethnic Studies ◽  
Feminist Research ◽  
Feminist Studies ◽  
Native American Studies ◽  
The People ◽  
The Matrix ◽  
Feminist Research Methods

This essay aims to show that serious and robust engagement with Native American Studies and Red feminist research, methods, and theories contribute to the epistemological core of Ethnic Studies and produce new and important understandings of phenomenology, resistance, coloniality, and structures. Native American Studies and Red feminism are situated in relationship to Ethnic Studies and Feminist Studies to question the ongoing necessity of Native American scholars to occupy academic spaces. Ultimately, this paper illustrates how Native American Studies and Red feminism offer inroads to understanding the matrix of coloniality and the systematic efforts of Native American scholars, including Red feminists, to arrive at an Ethnic Studies that works for the people and serves in efforts to achieve social justice and Native American sovereignty simultaneously.

scholarly journals Engagement and Attainment: The Longer-Run Effects of Ethnic Studies

2021 ◽  
Author(s):  
Sade Bonilla ◽  
Thomas Sean Dee ◽  
Emily K. Penner
Keyword(s):  
High School ◽  
Social Justice ◽  
Public Schools ◽  
Student Engagement ◽  
San Francisco ◽  
Regression Discontinuity ◽  
Ethnic Studies ◽  
High School Graduation ◽  
Quantitative Evidence ◽  
School Graduation

Increased interest in anti-racist education has motivated the rapidly growing but politically contentious adoption of ethnic-studies (ES) courses in U.S. public schools. A long-standing rationale for ES courses is that their emphasis on culturally relevant and critically engaged content (e.g., social justice, anti-racism, stereotypes, contemporary social movements) has potent effects on student engagement and outcomes. However, the quantitative evidence supporting this claim is limited. In this pre- registered, regression-discontinuity study, we examine the longer-run impact of a grade-9 ES course offered in the San Francisco Unified School District (SFUSD). Our key confirmatory finding is that assignment to this course significantly increased the probability of high-school graduation among students near the grade-GPA threshold (i.e., 2.0 GPA in grade 8) used for assigning students to the course. Our exploratory analyses also indicate that this assignment increased measures of engagement throughout high school (e.g., attendance) as well as the probability of postsecondary matriculation.

Multicultural Education: A Foundation of Curriculum Studies (CS)

2021 ◽  
Author(s):  
Carl A. Grant ◽  
Thandeka K. Chapman
Keyword(s):  
United States ◽  
Social Justice ◽  
Civil Rights ◽  
Multicultural Education ◽  
Civil Rights Movement ◽  
Ethnic Studies ◽  
The United States ◽  
Curriculum Studies ◽  
Multiple Perspectives ◽  
K 12

Multicultural education (MCE) is a foundation of curriculum studies with an extensive history of debate and progress that harkens back to the earliest formations of public education in the United States. MCE can be viewed as both a philosophical and a pedagogical concept. As a philosophical concept, MCE is rooted in the ideals and values of democracy, social justice, equality, equity, and the affirmation and equal recognition of human diversity. MCE critiques the monocultural curriculum and ethos of the current and prevailing Eurocentric system of education and other racist structures in the United States. As a pedagogical philosophy of democracy, MCE advocates inclusion and promotes equal educational opportunity for all. MCE considers diversity to be one of the greatest strengths of the United States and regards free association and communication as valuable to human development. As a pedagogical philosophy of democracy, MCE is not static, and, although the ideology and conceptual lenses—equality, equity, social justice—remain firmly in place, the framing of MCE has been modified to welcome concepts other than race, socioeconomic status, and gender, and to facilitate deliberate discussions of power and privilege. MCE as a pedagogical philosophy of democracy seeks a fair playing field for all students and does not advocate the superiority of one culture or one group of students over the others. Although Black scholars at the turn of the 20th century consistently discussed the need for greater curriculum diversity and the recognition of contributions by people of color, forms of MCE in K-12 and higher education primarily evolved from the Civil Rights Movement of the 1960s. During the Civil Rights Era, advocates challenged the primacy of whiteness in textbooks and argued for accuracy in reporting the history and culture of African Americans, Native Americans, Asian Americans, and Hispanics. In addition, ethnic studies courses became a part of the curriculum at numerous high schools and colleges, and ethnic studies departments and programs were established at several universities. It was during this period of social reform that the K-12 MCE movement began to emerge. Multiculturalists argue for a curriculum that takes the child’s experience into account: a culturally relevant curriculum that is fluent and authentic in the design to meet the needs and interests of students and to prepare them for citizenship and the workforce. A multicultural curriculum should include content, multiple perspectives, visuals, critical questioning, and the practice of democracy. The field of education research and practice has evolved to a focus on social justice as curriculum. Social justice education reframes the curriculum to concentrate on past and present political events and societal perspectives that highlight issues of oppression and marginalization from institutional and structural positions, moving away from a focus on the interrelated nature of individuals and groups embedded in the foundations of MCE. Similarly, the revival of K-12 Ethnic Studies is a notable outgrowth of critical multicultural spaces. Ethnic studies courses attempt to bridge students’ lived experiences and the historic and current experiences of Americans to deconstruct and reconstruct school content, teachers’ pedagogical practices, and the hidden curriculum of whiteness and white privilege. As MCE continues to evolve, the related philosophy, concepts, and outcomes remain a vital component of the American curriculum.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Tests, Minorities, and Social Justice

1977 ◽  
Vol 22 (12) ◽  
pp. 934-935
Author(s):  
JACK D. FORBES
Keyword(s):  
Social Justice
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