The Criteria For Developing A TK-12 Ethnic Studies Model Curriculum

Abstract

Over the past five decades, educators have been working to develop authentic Ethnic Studies courses that can be implemented in both higher education and K-12 schools. Ethnic Studies has been documented to be effective in growth in several metrics used to assess student "achievement." Despite its results, there is much debate as to whether or not Ethnic Studies should be a high school graduation requirement in California K-12 schools. This study explores key policies on Ethnic Studies in California, particularly the legislative mandate to develop a K-12 Ethnic Studies model curriculum. Through an exploratory documentary film study, this dissertation investigates the criteria for developing a TK-12 Ethnic Studies model curriculum. As a result, there were five criteria that emerged: 1) curriculum must be defined and written by Ethnic Studies practitioners and scholars who collectively represent the four racialized communities of color, 2) units and lessons must include the guiding values and principles of Ethnic Studies, 3) curriculum must include lessons for each of the four different standard grade level groupings for TK-12 schools, 4) all lessons and selected texts must be written by and must center the histories and experiences of the four racialized communities of color, and 5) pedagogy must be rigorous, culturally and community responsive, as well as reflective.