Cultivating Students as Producers of Knowledge

1. Cultivating our Students as Producers and Holders of Knowledge Christine Sleeter California State University Monterey Bay

3. California State University Monterey Bay

4. Curriculum grounded in Ethnic Studies Students as intellectuals, with support Nurturing relationships What would education look like if it were designed to prepare our students as leaders for the community, state, and nation?

5. Curriculum grounded in Ethnic Studies Students as intellectuals, with support Nurturing relationships Ethnic Studies Ethnic studies focuses on “the recovery of knowledge denied or submerged and on the construction of new knowledge from the perspectives of historically marginalized and powerless groups.” Hu-DeHart, 2004, p. 874

6. 1860s 1880s-90s 1930s 1960s 1980s 1990s

7. Huge European migration begins Industrial Revolution underway Schools outlawed Spanish, Mexicans trapped in menial labor Indian territory broken up population decimated by then. Beginning of “Jim Crow” 1860s 1880s-90s 1930s 1960s 1980s 1990s European immigrants assimilating Minorities could be barred from labor unions FDA housing loans open to whites Jim Crow continues, applied to most nonwhites Reservation system begins

8. Huge European migration begins Industrial Revolution underway Rollback of civil rights gains Schools outlawed Spanish, Mexicans trapped in menial labor Indian territory broken up population decimated by then. Massive loss of jobs begins Beginning of “Jim Crow” Civil Rights movement 1860s 1880s-90s 1930s 1960s 1980s 1990s European immigrants assimilating Minorities could be barred from labor unions FDA housing loans open to whites Jim Crow continues, applied to most nonwhites Reservation system begins

9. New Mexico Textbooks, K-12:Depictions of people in texts

10. The Raza Studies Model: Critically Compassionate Intellectualism Increased Academic Achievement for Latino Students = Academic Proficiency for Latino Students Academic Identity for Latino Students + = • Curriculum • Culturally and Historically • Relevant • Social Justice Centered • State Aligned • (honors alignment in most cases) • Academically Rigorous + • = Raza Studies Curriculum • Pedagogy • Critical Thinkers • Community Service • Critical Consciousness • Social Transformation + • = Raza Studies Pedagogy • Student – Teacher – Parent • Interaction • Respect • Understanding • Appreciation • Centered in the Creation of • an Academic Identity + • = Raza Studies Student-Teacher • Relations Model + + Cammarota, J and Romero, A, (2006) Latino Studies Journal, and Multicultural Education Journal

11. Tucson High 11th Grade AIMS Cohort Comparison 2006-2007SY

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13. Ethnic Studies Impact on Students of Color • Kinds of impact: • Academic engagement • Academic achievement • Personal empowerment Literacy/Language Arts: 8 studies (2 elementary, 3 middle school, 3 high school) Math, Science: 2 studies (1 elementary, 1 high school) Social Studies: 5 studies (2 middle school, 1 high school, 2 university) Sleeter, The Academic and Social Value of Ethnic Studies, NEA.

14. + Historically Marginalized Intellectual Knowledge Emancipatory knowledge (e.g., CRT, Kaupapa Maori research) Proseminar Course Epistemologies and Research Methods Mainstream Intellectual Knowledge Positivism Phenomenology Narrative research

15. Students as Co-Constructors of the Syllabus • Choose one of the following: • Ken Coates, A Global History of Indigenous Peoples. Palgrave. Pulls together histories of several indigenous peoples around the world to examine how indigenous peoples continue to survive and what some major recurring struggles are. • Paulo Freire, Pedagogy of Indignation. Paradigm. Introduced by DonaldoMacedo, three letters that Paulo Freire wrote just before he died, in which he reflected critically on the growing standardization of education. • James Loewen, Lies my Teacher Told Me, The New Press. History of the U.S., told from points of view of American Indians, African Americans, poor people, and others who are usually marginalized in history texts. • Jane I. Smith, Islam in America. Columbia Univ. Press. After giving an overview of some basics of Islam and its history, this book looks at major Islamic groups in the U.S., and at the U.S. from an Islamic perspective.

17. Introduction of Diversity into Organic Chemistry Dr. Vera Kolb, University of Wisconsin-Parkside

19. Curriculum grounded in Ethnic Studies Students as intellectuals, with support Nurturing relationships Students as Intellectuals How does one learn to do meaningful academic work at a level one has not previously experienced?

20. Curriculum grounded in Ethnic Studies Students as intellectuals, with support Nurturing relationships Action Thesis • Purpose: Use research to transform something in your environment • Grounded in strong literature review, sound use of data to inform work • Most first generation students have not seen a thesis before • Scaffolding

21. Core program learning outcomes Critical Questioner. Students will express a critical, questioning perspective about diverse theoretical paradigms about teaching, learning and school reform, including those generated by marginalized groups, which situate schooling in a larger historic and political context. Scholar: Students will search, navigate, and critically consume educational research. Action Researcher: Students will use, apply, design, and implement research to bring about change and make improvements in their own professional environment. Educator: Students will demonstrate their knowledge of and ability to use the most appropriate culturally responsive practices that support complex and challenging learning. Bilingual Communicator: Students will communicate with native speakers of a language other than English through fourth university semester proficiency level. Technological Navigator: Students will use technology critically to access information, to communicate, and as a means of curricular and pedagogical support for higher level thinking. Communicator: Students will communicate clearly and effectively both orally and in writing, in a manner that commands professional attention. Social Justice Collaborator: Students will work with communities of practice on behalf of social justice.

22. Core program learning outcomes Critical Questioner. Students will express a critical, questioning perspective about diverse theoretical paradigms about teaching, learning and school reform, including those generated by marginalized groups, which situate schooling in a larger historic and political context. Scholar: Students will search, navigate, and critically consume educational research. Action Researcher: Students will use, apply, design, and implement research to bring about change and make improvements in their own professional environment. Educator: Students will demonstrate their knowledge of and ability to use the most appropriate culturally responsive practices that support complex and challenging learning. Bilingual Communicator: Students will communicate with native speakers of a language other than English through fourth university semester proficiency level. Technological Navigator: Students will use technology critically to access information, to communicate, and as a means of curricular and pedagogical support for higher level thinking. Communicator: Students will communicate clearly and effectively both orally and in writing, in a manner that commands professional attention. Social Justice Collaborator: Students will work with communities of practice on behalf of social justice.

23. “Backward Planning” the Action Thesis Proseminar Qualitative Research Methods Capstone Critical Questioner: Students express a critical, questioning perspective about diverse theoretical paradigms about teaching, learning and school reform, including those generated by marginalized groups, which situate schooling in a larger historic and political context. Scholar: Students search, navigate, and critically consume educational research. Action Researcher: Students use, apply, design, and implement research to bring about change and make improvements in their own professional environment. Social justice collaborator: Students work with communities of practice on behalf of social justice. Communicator: Students communicate the action thesis in a manner that is clear and commands professional attention. Professional Literature Seminar

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31. Curriculum grounded in Ethnic Studies Students as intellectuals, with support Nurturing relationships Mentoring Relationships I was really conscious about my background. Where I was coming from, what high school I went to and like what neighborhood I'm from. Just the social class and income level that I was from. The disparity was obvious. Like, in the classroom – even the way people speak or just like the way they were talking with ideas that are pouring out –I was like, “What school do they go to that would help them think so critically like that?” I would think, “Do I really deserve being here? Did I really qualify for all the requirements?” H. Lee, 2001 Negotiating Space: Critical Race Counterstories of First- Generation College Students of Color

32. Transformative Leadership School administrators (Dr. J. Perea, J. Zanzot, E. Gross, Z. Galvan) Teacher mentors, teaching awardees (K. Richman, K. Conner) Teacher professional developers (K. Smith; Dr. J. Johns) CSUMB faculty (Dr. L. Staples) & part-time faculty (A. Andrade, N. Burke) Faculty members elsewhere (Dr. Y. Thao, Portland State University; Dr. J. Flores Carmona, New Mexico State University; Dr. X. Zhang, Defense Lang. Institute) & part-time faculty and staff (Dr. G. Rodriguez; Dr. N. Bernasconi; F. Cortez-Littlefield; L. Marina Cardona; P. Morrison; T. Pipes; Dr. W. Xu; Dr. J. Ouwer) Researchers elsewhere (Dr. J. Chavarin, Dr. N. Niam) Doctoral students (D. Levyssohn; F. Restrepo; K. Nordstrom; J. de la Hoz)

34. Transforming Higher Education A critical race epistemology recognizes Students and Faculty of Color as holders of knowledge. . . . Because power and politics are at the center of all teaching and learning, the application of household knowledge to situations outside of the home becomes a creative process that interrupts the transmission of “official knowledge” and dominant ideologies. . . . A critical race policy challenges traditional policies and legislation effecting education from a perspective that humanizes People of Color and draws on their experiences as strengths to learn from, not deficits to correct. Yosso, Villalpando, Delgado Bernal, & Solórzano,"Critical Race Theory in Chicana/o Education (April 1, 2001). National Association for Chicana and Chicano Studies Annual Conference. Paper 9. http://scholarworks.sjsu.edu/naccs/2001/Proceedings/9