Transformative Ethnic Studies in Schools
Curriculum, Pedagogy, and Research
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This expanded second edition of Transformative Ethnic Studies in Schools provides a research-based framework for dismantling racism and decolonizing curricula to rehumanize learning spaces for all students. Authors Christine E. Sleeter and Miguel Zavala dive into the current curricula, pedagogies, and activism of P-12 teachers to show how ethnic studies improves student identity, empowerment, and academic achievement.
The text critiques mainstream education as "white studies" and offers a comprehensive update on the academic and social value of ethnic studies. By showcasing contemporary curriculum exemplars--from early childhood through high school--the authors illustrate how core concepts are applied across diverse disciplines and local contexts. This edition also examines the challenges with program implementation in contentious sociopolitical environments.
Transformative Ethnic Studies in Schools is essential reading for teacher educators, P-12 classroom teachers, curriculum developers, and researchers working to transform schools through antiracist and culturally sustaining practice.
Key Features of the Second Edition:
- Expanded Original Research: Reports on new interviews with ethnic studies teachers, advocates, and researchers.
- The Student Perspective: Includes a brand-new chapter detailing interviews with young people of diverse backgrounds who have completed high school ethnic studies coursework.
- Contemporary Curriculum Exemplars: Showcases P-12 curricula designed for various demographic populations, reflecting different local contexts and grade levels.
- Updated Research Synthesis: Provides a timely expansion of the research on the academic and social value of ethnic studies, originally commissioned by the National Education Association (NEA).
- Modern Challenges: Examines the challenges with program implementation in contentious sociopolitical environments.
- Teacher Preparation: Addresses the critical need for, and practical approaches to, preparing teachers to facilitate ethnic studies effectively in the classroom.
Christine E Sleeter
Christine E. Sleeter is professor emerita in the College of Professional Studies at California State University-Monterey Bay, where she was a founding faculty member. Her research focuses on anti-racist multicultural education and multicultural teacher education. She has published extensively in journals such as Journal of Teacher Education, Race Ethnicity & Education, Teaching and Teacher Education, and Curriculum Inquiry. Her recent books include Professional Development for Culturally Responsive and Relationship-Based Pedagogy (2011) and Teaching with Vision (2011) (with Catherine Cornbleth). She has been invited to speak in most U.S. states as well as several countries. Awards for her work include the American Educational Research Association Social Justice Award and the Central Washington University Distinguished Alum.
More by Christine E Sleeter
Miguel Zavala
Miguel Zavala, PhD., is associate professor and director of the Urban Learning Program in the Charter College of Education at California State University, Los Angeles. His research interests center on decolonizing and Freirean pedagogies, critical literacies, and their intersection in social movements. His projects include work with and alongside teachers, youth, and parents using ethnic studies and participatory action research, and in seeding critical literacy projects serving immigrant children. His most recent publications include Rethinking Ethnic Studies (with C. E. Sleeter, R. T. Cuauhtin, & W. Au), and Raza Struggle and the Movement for Ethnic Studies: Decolonial Pedagogies, Literacies, and Methodologies, a historical and ethnographic account of ethnic studies practices. Over the last 2 decades he has been integral to the formation of teacher-led grassroots political education and has nurtured education spaces serving immigrant and Chicanx families in Southern California. Since 2011 he has served on the Board of the California Chapter of the National Association for Multicultural Education (CA-NAME).
More by Miguel Zavala
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