Ethnic Studies: Pedagogies and Frameworks

E D U C 1 4 3
ETHNIC STUDIES:
PEDAGOGIES AND
FRAMEWORKS
Y a n e l A l v o r a d o , D e v o n D a r b y - V o n S c h w e i k e r t , H a r r y R a m o s
H a e s s n e r , A v i I d e a , H a y l e y I s o b e , S a m a n t h a M o n t e r r o s o

CONTENTS
of
Culturally Relevant Pedagogy
Table
page 1-2
Counter Narratives
page 3
Humanizing Pedagogies
page 4
Self-love as Resistance
page 5-6
Decolonizing Curriculum
page 7-8
Community Cultural Wealth
page 9-11
Culturally Responsive
Pedagogy
page 12-13

color me in

COUNTER
NARRATIVES
1
2
3
4
5
"...functions to disrupt the normality of the
dominant paradigm—demonstrating
alternative interpretations and realities are
possible while adjusting the future direction
of the overall narrative." pg9
transformative resistance - an
effective way to make change and a
way students react to oppression
Works as a way to bring voices that
have been silenced to the forefront
but also protects their stories. Tells
it on their own terms.
"...the narratives of the oppressed have
the potential to subvert, destabilize, and
challenge the ‘official narrative.’'' (pg8)
Working in the community - just as
importantbecause it allows the
storytelling to be possible.
CABRERA, N. L., MEZA, E. L., ROMERO, A. J., &
RODRÍGUEZ, R. C. (2013). “IF THERE IS NO STRUGGLE,
THERE IS NO PROGRESS”: TRANSFORMATIVE YOUTH
ACTIVISM AND THE SCHOOL OF ETHNIC STUDIES. THE
URBAN REVIEW, 45(1), 7-22.

as a form Self-love
humanizing and of
Engaging students in
developing a historical
consciousness that exposes
the pillars of colonization.
resistance
Providing students multiple
opportunities to engage in selflove
and intergenerational
wisdom.
Supporting students to
navigate a colonized
society through critical
literacy development.
" L E A R N I N G A B O U T T H E M S E L V E S
W O U L D H E L P B U I L D A F O U N D A T I O N
F O R L I V I N G A H A R M O N I O U S L I F E . "

Totec
T R A N S F O R M A T I O N . W H E R E
Xipe
R E F L E C T I O N / I N T R O S P E C T I O N .
Tezcatlipoca
S E E I N G W I T H O U R H E A R T S I S
A U T H E N T I C C R T I C A L T H I N K I N G
C L A R I T Y I S R E A C H E D B E C A U S E
O F R E F L E C T I O N
O U T W I L L . M U S T M O V E
Huitzilopochtli
F O R W A R D I N A M A N N E R
T O W A R D S G R O W T H O F S E L F
A N D T H E C O L L E C T I V E .
S T A B I L I T Y . W E M U S T
Quetzalcoatl
C O N S T A N T L Y D R A W O N T H A T
P R E C I O U S K N O W L E D G E T O
B R I N G A B O U T B E A U T Y I N O U R
E V E R Y D A Y S L I V E S
" T H I S I S A C O N S T A N T R E M I N D E R
T H A T W E A R E H U N T E R S O F
K N O W L W D G E S P E C I F I C A L L Y A S I T
R E L A T E S T O K N O W I N G A N D L O V I N G
O U R H U M A N I T Y . "

DECOLONIZING PEDAGOGY
AND CURRICULUM
Decolonization: the process of humanizing the dehumanized in 5 stages
REDISCOVERY/RECOVERY
Where one rediscovers their own
history and is able to recover
their ethnic roots. It is bigger than
looking the part but more so of
awareness.
MOURNING
In this stage people long for what
was taken from them. Here they
can remain angry or helpless for
being denied their history.
DREAMING
A place where one can imagine a
world free of self-denigration.
Where one can imagine a society
of equal people who re-examine
histories and can advance.

COMMITMENT
This stage comes after one has sat
through carefully with the other
stages and can focus on one
direction after imagining and
considering all other possibilities
ACTION
Take action in order to realize
your vision and your dream.
DECOLONIZING PEDAGOGY
A pedagogy that is liberating, antineocolonial,
and intended to decolonize.
Where they develop a "critical
decolonizing consciousness, explicit
attention to the history, roots and legacy
manifestations of internal neocolonialism,
and introducing theoretical frameworks
that help to analyze their own history and
examine the present."

A S P I R A T I O N A L
L I N G U I S T I C
F A M I L I A L

S O C I A L
N A V I G A T I O N A L
R E S I S T A N T

Culturally
Sustaining
Pedagogy
A Remix of Relevance &
Responsiveness
Whereas Culturally Responsive
Pedagogy connects curriculum to
students' cultural knowledge, and
Culturally Relevant Pedagogy
affirms and validates these
backgrounds; Culturally
Sustaining Pedagogy seeks to
promote access and opportunity
across diverse racial and ethnic
communities by reimagining school
as a place where cultural ways of
being are sustained rather than
eradicated.
Culturally Sustaining Pedagogy
("CSP") provisions and encourages
students to critically question
dominant power structures in
society.

KEY FEATURES!
Deeply rooted in decolonization
Internally: subverting internalized colonial
narratives and affirming cultural identity
Externally: identifies and challenges
ethnocentric power structures
Sustains cultural wealth
Recognizes the inherent social and academic
value of students' cultural elements
(pays "interest" rather than "converts")
Access in Education -> Access in Society
Representation allows meaningful participation
Students are prepared to make positive,
transformational social change
IN ACTION!
BEAT Rockers: Keeping the Beat Alive
The BEAT Rockers program teaches
beatboxing to students with physical
and/or developmental disabilites. Here,
students' languages, literacies, and
cultural ways of being are centered
meaningfully and consistently in the
learning instead of being considered as
"add-ons."
Source: https://www.youtube.com/watch?v=sW3gwFrz-3c&t=2s

Thank
you
educ
one fourty three
S P E C I A L T H A N K S T O
DR. MIRELES &
MS. ROMERO
with love, Group 8