Suchergebnisse

Momentum around the institutionalization of Ethnic Studies in United States K–12 classrooms is gaining widespread attention. Given the social, cultural, and political influences surrounding racialized schooling contexts, it is pertinent to understand the impact and importance of Ethnic Studies in schools and consider what can be learned from teachers who already possess knowledge and insights developed through Ethnic Studies. While increased attention is focused on the development, implementation, and teaching of Ethnic Studies content, this dissertation examines the role of Ethnic Studies in shaping Filipino American teachers' classroom practices and pedagogies.Guided by critical race theory and portraiture, I conducted two rounds of in-depth interviews and two focus groups with seven Filipino American public school teachers working in the San Francisco Bay Area and Los Angeles regions. Through analysis of their experience regarding how Ethnic Studies shapes their teaching, I determined that having a background in Ethnic Studies: (a) enabled critical perspectives to be woven into mainstream content; (b) affected teachers' engagement with students and communities; and (c) and shaped their teacher identities.I conclude that Ethnic Studies has the potential to transform how teachers of color are recruited, retained, and developed, legible in the narratives of Filipino American teachers working to deconstruct systems of power with frameworks learned in Ethnic Studies.

This article takes stock of the state of African Studies and argues that (1) research on Africa is strongly dominated by outside, non-African, mostly Western views; (2) there is a tendency towards undifferentiated views on "Africa," which usually concentrate on negative aspects, overlooking progress in many areas; (3) methodologies that focus on causal identification are rarely used; and (4) the field focuses on micro-perspectives while few works examine the big picture and the longue durée. The article then argues that Comparative African Studies, which builds upon the concept of Comparative Area Studies, can address some of these challenges. A pronouncedly comparative perspective would help to systematically combine and contrast "outside" and "inside" perspectives in order to better identify causal relationships and general trends both within Africa and between Africa and other regions. Consequently, African Studies requires more resources and should more effectively engage in multi-disciplinary and mixed-methods research.

"Knowledge for Justice: An Ethnic Studies Reader is a joint publication of UCLA's four ethnic studies research centers (American Indian Studies, Asian American Studies, Chicana/o Studies, and African American Studies) and their administrative organization, the Institute of American Cultures. This book is premised on the assumption articulated by Johnnella Butler that ethnic studies is an essential and valuable course of study and follows an intersectional approach in organizing the articles. The book is divided into five sections-Legacies at Fifty, Formations and Ways of Being, Gender and Sexuality, Arts and Cultural Production, and Social Movements, Justice, and Politics-with each center contributing one or more articles or book chapters to each. In focusing on the intersectional intellectual, social, and political struggles that confront all of the groups represented in this anthology, the selections nonetheless articulate the specificity of each racial ethnic group's struggle, while simultaneously interrogating the ways in which such labels or categories are inadequate. The editors selected articles that not only address intersectional issues confronting various ethnic constituencies, but that also complicate the categories of representation undergirding such a project itself"--

The decolonization of knowledge entails various forms of transdisciplinarity, but not all forms of transdisciplinarity are decolonial. This article offers an analysis of decolonial transdisciplinarity in relation to the European sciences, its disciplines, and its methods. It identifies a "secular line," which combines with a "color line" to define the context and horizon of the European sciences. I propose that Ethnic Studies establishes a different attitude from that underlying the European sciences and represents an example of decolonial transdisciplinary thinking.

Frontmatter -- CONTENTS -- Acknowledgments -- Introduction: -- 1. Over Two Centuries: The History of Black People in Hawaiʻi -- 2. "Saltwater Negroes": Black Locals, Multiracialism, and Expansive Blackness -- 3. "Less Pressure": Black Transplants, Settler Colonialism, and a Racial Lens -- 4. Racism in Paradise: AntiBlack Racism and Resistance in Hawaiʻi -- 5. Embodying Kuleana: Negotiating Black and Native Positionality in Hawaiʻi -- Conclusion: -- Notes -- Bibliography -- Index