ETHN 210 - Ethnic Studies for Educators
This class prepares students to utilize the concepts and methods of Ethnic Studies in teaching and pedagogical practice in K-12 education. Discusses the role of intersectionality, identity, and collective struggle in educational institutions, focusing on Native American, African American, Asian American and Latina/o/x American communities. We will cover historical inequalities reproduced within education and schools, the knowledge produced by Black, Indigenous, and People of Color communities and the strategies used for resistance and liberation.
Instructor: Debi Ikenador
Pronouns: She/Her
Email: debi_ikenador@cuesta.edu
Office Hours:
Friday, 1:30 pm - 4:30 pm via Zoom, or by appointment.
Instructor: Dr. Mario Espinoza-Kulick
Pronouns: he/él
Email: mario_espinozakulick@cuesta.edu
Fall Office Hours:
Tuesdays 1 PM - 3 PM SLO Campus, Room 4040
Wednesdays 1 Pm - 3 PM, via Zoom
The experts at BestColleges is passionate about assisting Hispanic and Latino/a students in finding the ideal college or university by offering them comprehensive information and resources. This information is open to all students who might be interested.
Students in ETHN/EDUC 210 complete a Storybook project where they learn to present Ethnic Studies theories, concepts, and examples in ways that are appropriate to young learners. To view completed Storybooks, you can visit the Ethnic Studies Storybooks tab linked here.
You can find more information about the Content Standards here, including detailed descriptions of the standards by subject area.
The most efficient way to identify standards to use with your lesson plan is to use the search tool, which is available online or through an app created by the California Department of Education. You can enter search terms, and then filter your results by content area and grade level. For example, you could search for “ethnicity” or “artistic” and explore what you find.
In the Lesson Plan, in the appropriate box of the template, you should include at least one of the standards, with the Standard Identifier followed by the full text of the Standard itself, which is listed under the label “Standard:” at the end of each entry. For example, "HSS-11.2.2: Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
Is Everyone Really Equal? by
This is the new edition of the award-winning guide to social justice education. Based on the authors' extensive experience in a range of settings in the United States and Canada, the book addresses the most common stumbling blocks to understanding social justice. This comprehensive resource includes new features such as a chapter on intersectionality and classism; discussion of contemporary activism (Black Lives Matter, Occupy, and Idle No More); material on White Settler societies and colonialism; pedagogical supports related to "common social patterns" and "vocabulary to practice using"; and extensive updates throughout. Accessible to students from high school through graduate school, Is Everyone Really Equal? is a detailed and engaging textbook and professional development resource presenting the key concepts in social justice education. The text includes many user-friendly features, examples, and vignettes to not just define but illustrate the concepts. Book Features: Definition Boxes that define key terms. Stop Boxes to remind readers of previously explained ideas. Perspective Check Boxes to draw attention to alternative standpoints. Discussion Questions and Extension Activities for using the book in a class, workshop, or study group. A Glossary of terms and guide to language use.
The Global Education Guidebook by
Educators worldwide are striving to connect their students to classrooms and experts in ways that humanize the world, while preparing students to thrive in the 21st century. This practical guide takes readers through the steps and strategies needed to set up an equitable and global learning alliance that benefits all learners, founded in the tenets of global citizenship and cultural competence. Readers also have access to reproducible worksheets and assessments for setting up and evaluating their cooperative learning partnerships. This book is perfect for specialists, after-school program leaders, camp counselors, and anyone seeking to foster global citizenship and encourage collaborative action in young people. How this guide to global education will help you: Explore examples of elementary, middle, and high school partnerships that target the critical thinking and 21st century skills students need for life in a complex world. Gain wisdom from global education leaders and practitioners who have firsthand experience building successful and transformative global education partnerships for students. Consider educational technology, communication platforms, organizations, and strategies for finding and fostering a long-term global partnership for education. Understand the equity pitfalls of global partnerships and explore cross-cultural management strategies for building equitable relationships with other communities in the world. Learn about assessing intercultural competence and partnership programs, as well as ways to expand global learning opportunities across your community. Contents Chapter 1: Building Global Competencies Via Global Partnerships Chapter 2: Preparing for Global Collaboration: Considerations Before the Search Chapter 3: Getting a Feel for What's Possible Chapter 4: Finding Existing Partnership Programs That Work Chapter 5: Finding a Global Partner on Your Own Chapter 6: Strategizing for Successful Communication Chapter 7: Avoiding Equity Pitfalls Chapter 8: Exploring Social Justice Challenges Through Partnerships Chapter 9: Assessing Global Competencies and Partnerships Chapter 10: Building a Culture of Global Engagement Across the Community References and Resources
Raising Race Questions by
Conversations about race can be confusing, contentious, and frightening, particularly for White people. Even just asking questions about race can be scary, because we are afraid of what our questions might reveal about our ignorance or bias. Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead. Race questions are not meant to lead us into a quagmire of guilt, discomfort, or isolation. Sustained race inquiry is meant to lead to antiracist classrooms, positive racial identities, and a restoration of the wholeness of spirit and community that racism undermines. Book Features: New insights on race and equity in education, including the idea that a multicultural curriculum is not sufficient for building an antiracist classroom. Case studies of expert and experienced White teachers who still have questions about race. Approaches for talking about race in the K-12 classroom. Strategies for facilitating race conversations among adults. A variety of different resources useful in the teacher inquiry groups described in the book. Research with teachers, not on teachers, including written responses from each teacher whose classroom is featured in the book.
The Culturally Inclusive Educator by
The Culturally Inclusive Educator asks educators to consider what they can do differently to create a welcoming, inclusive, and exciting environment for the 21st century. Based on the author's national research and consulting work, this book examines the discrepancy between the current educational cultural climate and the need for educators and their institutions to prepare for a growing multicultural population. It asks what constitutes effective preparation, and provides guidance on overcoming personal and institutional challenges to cultural inclusiveness (stereotype threats, microaggressions, colorblindness/identity-blindness, implicit bias, among others). Samuels begins with the challenges facing the higher education community and then offers 8 transformative steps to help build cultural inclusiveness that any educator teaching any subject can utilize to increase their effectiveness. Culturally inclusive leadership is highlighted as the model for educators and institutions to embrace for success in today's world. Book Features: Diversity training and inclusiveness strategies for transforming curricula. Reflective practices that unearth personal biases and behaviors. Insights about faculty preparedness drawn from an unprecedented national study. Attention to specific issues and intersections of race, gender, sexual orientation, and disability. A lens for understanding cultural inclusiveness as a fundamental leadership practice.
Race and Gender in the Classroom by
Race and Gender in the Classroom explores the paradoxes of education, race, and gender, as Laurie Cooper Stoll follows eighteen teachers carrying out their roles as educators in an era of "post-racial" and "post-gendered" politics. Because there are a number of contentious issues converging simultaneously in these teachers' everyday lives, this is a book comprised of several interrelated stories. On the one hand, this is a story about teachers who care deeply about their students but are generally oblivious to the ways in which their words and behaviors reinforce dominant narratives about race and gender, constructing for their students a worldview in which race and gender do not matter despite their students' lived experiences demonstrating otherwise. This is a story about dedicated, overworked teachers who are trying to keep their heads above water while meeting the myriad demands placed upon them in a climate of high-stakes testing. This is a story about the disconnect between those who mandate educational policy like superintendents and school boards and the teachers who are expected to implement those policies often with little or no input and few resources. This is ultimately a story, however, about how the institution of education itself operates in a "post-racial" and "post-gendered" society.
Culturize by
Eradicate Average CULTURIZE Your School. Average schools don't inspire greatness--and greatness is what our world needs if we are going to produce world-changing learners. In Culturize, author and education leader Jimmy Casas shares insights into what it takes to cultivate a community of learners who embody the innately human traits our world desperately needs, such as kindness, honesty, and compassion. His stories reveal how these "soft skills" can be honed while meeting and exceeding academic standards of twenty-first-century learning. You'll learn... How to reach those who seem unreachable What to do when students disengage or drop out of school How to ensure your learners feel cared for and empowered How to create an environment where all learners are challenged and inspired to be their best ______ "Jimmy Casas guides readers to understand that school culture must be a daily focal point for all school leaders." --Beverly Hutton, Ed.D., Deputy Executive Director, National Association of Secondary School Principals (NASSP) "No matter your title or profession, page after page of this book will inspire you." --Kayla Delzer, CEO, Top Dog Teaching Inc. "Read this book to culturize your school and to live your excellence--every day." --Thomas C. Murray, Director of Innovation, Future Ready Schools
From Equity Talk to Equity Walk by
A practical guide for achieving equitable outcomes From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner. From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education.
Explore books, authors, and thousands of resources to support Diversity in your classroom.
This project, Nay’dini’aa Na’Kayax Dahwdoldiix Ce’e, was funded by ANA’s Esther Martinez Immersion program. Before receiving ANA funds, project staff describe their language as “in peril” and “dying.” Today, children and families have taken a much greater interest in learning, and the language is now blooming in their community. In this video, project staff and community members describe the impact of the project in their lives.