Rethinking Ethnic Studies

The quotation below is from the Introduction to the soon-to-appear Rethinking Ethnic Studies: “In a short period of time, the Ethnic Studies movement has spread like wildfire. Numerous school districts across California now require Ethnic Studies, and the state of California is in the beginning stages of developing model Ethnic Studies and Native American curricula. […]

Multicultural Programming in one State

A couple of years ago, I was asked to serve as an expert witness in the court case Martinez v. New Mexico. The case itself is quite extensive and complicated. My portion of the work focused on multicultural programming. Specifically, I analyzed 1) empirical research on practices and impacts of multicultural education on students, 2) New […]

Impact of Ethnic Studies on Attitudes

The Arizona state legislature is at it again, now considering legislation to ban specific ethnic studies teaching practices (such as the privilege walk) at the university as well as K-12 levels. This proposed legislation is based on the belief that such courses and activities promote resentment based on race, gender, religious affiliation, social class, and/or political affiliation. […]

White people in Ethnic Studies

Ethnic Studies is experiencing a vibrant growth at the K-12 level. I am sometimes asked what place there should be, if any, for white people in Ethnic Studies. This is an important question. Simply leaving white people out of Ethnic studies will alienate them. In addition, Ethnic Studies is invaluable for helping white people see […]

A Critical Race Theory look at Teacher education

In the U.S., achievement gaps by race/ethnicity persist. I will use Critical Race Theory to ask what teacher education is doing to address them. But first, let’s look at the gaps themselves. I like to use data from the National Assessment of Education Progress, because it has been given to samples of students since the […]

Research can Impact Policy: Ethnic Studies in California

In September, 2016, Governor Jerry Brown of California signed into law a bill — AB 2016 — authorizing the development of high school ethnic studies curriculum. The success of passage of AB 2016 illustrates how research can impact policy, particularly when it is connected with organizing on the ground, and with policy-makers who bring their own commitment. […]

Un-Standardizing Curriculum, 2nd edition

Coming in November: The second edition of best-seller Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom (Teachers College Press). In this second edition, Judith Flores Carmona and I show how teachers can learn to teach rich, academically rigorous, multicultural curricula in standards-based contexts, particularly Common Core. This second edition includes several new vignettes of classroom teachers, […]

Multicultural or Ethnic Studies?

Because of my work in both multicultural education and ethnic studies, I am sometimes asked whether I think it is better to infuse diverse groups throughout the curriculum, or to organize the curriculum around the study of one specific group. In other words, should we do multicultural or ethnic studies? My response is “both.” But […]

Educational Life History and Teaching Metaphors

What do life history and metaphor have to do with each other? Years ago, I shifted my orientation to teacher education to emphasize the significance of personal, educational-life history and self-development in becoming a teacher. Although many factors nudged me in this direction, my growing dissatisfaction with the limited impact of my own teaching on […]

Family History in the Elementary Classroom

Teachers sometimes ask what advice I would give for family history projects with students. Since I was asked this question most recently by an elementary classroom teacher, and since developmental age of children does matter when deciding what is appropriate, I decided to devote this blog to teaching critical family history in the elementary classroom. For […]