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: Dr. Sebastian Ferrada
Pronouns: They/Them
Email: sebastian_ferrada@cuesta.edu
Office Hours:
Tuesday, 10:30AM – 12:00PM via Zoom
Thursday, 10:30AM – 12:00PM via email
Tues. 2:30-3:30PM and Wed. 3:30-4:30PM at North County Campus (NCC), Room N4024
Instructor: Dr. Mario Espinoza-Kulick
Pronouns: he/él
Email: mario_espinozakulick@cuesta.edu
Fall Office Hours:
Tuesdays 1 PM - 4 PM SLO Campus, Room 4040
Wednesdays 3:30 PM - 5:30 PM, SLO Campus, Room 4040
Cuauhtin, R. Tolteka, Miguel Zavala, Christine Sleeter, and Wayne Au. 2019. Rethinking Ethnic Studies. 1st edition. Milwaukee, WI: Rethinking Schools.
Journal articles, book chapters, and media will be assigned and made available on Canvas. Students are responsible for accessing and/or renting these materials as required.
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.
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.
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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.