Chapter Twenty-Nine: Acceptable Forms of Violence in Academia and Ethnic Studies as Defenses Against Racial Inequity

RIP Jim Crow ◽  
2016 ◽  
Keyword(s):  
Ethnic Studies ◽  
Forms Of Violence

Environmental Studies and Ethnic Studies

2020 ◽  
Vol 43 (2) ◽  
pp. 9-16
Author(s):  
David N. Pellow
Keyword(s):  
Case Studies ◽  
Multiple Scales ◽  
Ethnic Studies ◽  
Environmental Studies ◽  
Potential Value

This article offers insights into conceptual, pedagogical, and programmatic crossings and conflicts between the fields of Environmental Studies and Ethnic Studies. It highlights both the important intersections between the two fields and their potential value, while also addressing the challenges posed in the development of programmatic collaborations. Utilizing case studies drawn from the author’s own experiences, the article’s focus is on harnessing the strengths and limitations of both fields to promote transformative knowledge and action at multiple scales.

Oregon’s K–12 Ethnic Studies Bill

2019 ◽  
Vol 42 (2) ◽  
pp. 180-195
Author(s):  
Shirley A. Jackson
Keyword(s):  
Civil Rights ◽  
Indigenous Peoples ◽  
Ethnic Studies ◽  
Original Intent ◽  
Racial And Ethnic Minorities ◽  
Protected Group ◽  
Social Minorities ◽  
K 12 ◽  
Racial Ethnic ◽  
Do So

In 2017, Oregon passed House Bill 2845 requiring Ethnic Studies curriculum in grades K–12. It was the first state in the nation to do so. The bill passed almost fifty years after the founding of the country’s first Ethnic Studies department. The passage of an Ethnic Studies bill in a state that once banned African Americans and removed Indigenous peoples from their land requires further examination. In addition, the bill mandates that Ethnic Studies curriculum in Oregon's schools includes “social minorities,” such as Jewish and LGBTQ+ populations which makes the bill even more remarkable. As such, it is conceivable for some observers, a watered-down version of its perceived original intent—one that focuses on racial and ethnic minorities. Similarly, one can draw analogies to the revision of the Civil Rights Bill of 1964 when it included women as a protected group. Grounded in a socio-political history that otherwise would not have been included, this essay examines the productive and challenging aspect of HB 2845. Framing the bill so it includes racial, ethnic, and social minorities solved the problem of a host of bills that may not have passed on their own merit while simultaneously and ironically making it easier to pass similar bills.

Editor's Note

1996 ◽  
Vol 19 (1) ◽  
pp. i-i
Author(s):  
Miguel A. Carranza
Keyword(s):  
Ethnic Studies ◽  
Annual Conference ◽  
Special Issue ◽  
Dynamic Changes ◽  
Mary Kelly

This special issue of the journal is on the theme “Ethnicity, Family and Community,” which was the topic of our 23rd annual conference held in March 1995 in Boulder, Colorado. Mary Kelly, our special issue editor, has selected an excellent set of quality articles focused on the theme. Nowhere more than in the field of ethnic studies do the topics of family and community play such important roles. One need only look at the dynamic changes occurring in U.S. society to see how these changes influence and are influenced by ethnic/racial families and the communities in which they reside.

Editor's Note

2002 ◽  
Vol 25 (1) ◽  
pp. i-ii
Author(s):  
Otis L. Scott
Keyword(s):  
Ethnic Studies ◽  
New Era ◽  
New Look

This volume introduces a new look for the Ethnic Studies Review. We believe that this bold new presentation of the journal will be eye catching and at the same time will represent a new era and a broadened scope for ESR.

Editor's Notes

2008 ◽  
Vol 31 (1) ◽  
pp. 7-7
Keyword(s):  
Social History ◽  
Ethnic Studies ◽  
Economic Issues ◽  
The Social ◽  
History Of

In this opening issue of volume 31 we are presented with both nuanced and bold entry into several long enduring issues and topics stitching together the interdisciplinary fabric comprising ethnic studies. The authors of these articles bring to our attention social, cultural and economic issues shaping lively discourse in ethnic studies. They also bring to our attention interpretations of the meaning and significance of ethnic cultural contributions to the social history of this nation - past and present.

A Case for Decentering Whiteness in Education

2018 ◽  
Vol 41 (1-2) ◽  
pp. 19-34
Author(s):  
Jamie Utt
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Ethnic Studies ◽  
Traditional Curriculum ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Cultural Wealth ◽  
Critical Whiteness ◽  
Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

1968: On Social, Epistemic, and Historiographic(?) Revolutions

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Roberto D. Hernández
Keyword(s):  
Ethnic Studies ◽  
A Priori ◽  
Negative Consequences ◽  
The World ◽  
The Creation ◽  
Young Students ◽  
Historic Significance ◽  
Agent Of Change

This article addresses the meaning and significance of the “world revolution of 1968,” as well as the historiography of 1968. I critically interrogate how the production of a narrative about 1968 and the creation of ethnic studies, despite its world-historic significance, has tended to perpetuate a limiting, essentialized and static notion of “the student” as the primary actor and an inherent agent of change. Although students did play an enormous role in the events leading up to, through, and after 1968 in various parts of the world—and I in no way wish to diminish this fact—this article nonetheless argues that the now hegemonic narrative of a student-led revolt has also had a number of negative consequences, two of which will be the focus here. One problem is that the generation-driven models that situate 1968 as a revolt of the young students versus a presumably older generation, embodied by both their parents and the dominant institutions of the time, are in effect a sociosymbolic reproduction of modernity/coloniality’s logic or driving impulse and obsession with newness. Hence an a priori valuation is assigned to the new, embodied in this case by the student, at the expense of the presumably outmoded old. Secondly, this apparent essentializing of “the student” has entrapped ethnic studies scholars, and many of the period’s activists (some of whom had been students themselves), into said logic, thereby risking the foreclosure of a politics beyond (re)enchantment or even obsession with newness yet again.

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