Ethnic Studies Revival Series

Reclaiming Space: Critical Conversations about Black Education to Spark Transformative Change invites readers on a journey to reimagine educational spaces that truly embrace diversity and inclusion. Along with contributing authors, Dr. Marks draws upon her personal experiences as a student and educator to explore systematic barriers that have hindered and marginalized Black voices and perspectives. With the spirit of Sankofa and the power of ‘reimagining and dreaming,’ Dr. Marks and her colleagues provide compelling narratives and research-based strategies that challenge traditional norms within educational spaces and empower stakeholders to actively participate in cultivating environments where Black educators and students can truly thrive. Reclaiming Space is not simply a call to action, it is an insistence on enacting culturally responsive and sustaining transformational change in educational spaces. Reclaiming Space acknowledges the ways in which Black youth and educators alike have been disenfranchised in educational spaces, from the silent push out of Black educators, diminishing the presence of Black educators in classrooms across the nation, to the plethora of harms caused to Black youth in K-12 spaces (including, but not limited to, the achievement gap, discipline gap, and disproportionate special education referrals). What we have seen since the Brown v. Board of Education decision is the marginalization of Black youth and educators in addition to the elimination of Black excellence in schools. As such, Reclaiming Space seeks to create a counter narrative to push back on deficit perspectives and ideologies in regards to the ways in which we view and interact with our Black students and educators. This volume works to illuminate the Black community and inspire all to consider the ways in which we can work to center Black excellence, and uplift Black youth and educators alike to reclaim space within the American educational system. Reclaiming Space will be separated into three sections, which will revolve around themes of disrupting harmful systems of practice, centering Black excellence and affirming Black culture, and supporting Black educators. Chapters for each of the three sections will be compiled of submitted manuscripts based on the questions listed above. In this way, this book volume seeks to work as a counter narrative to deficit viewpoints and perspectives, but also an act of itself in ‘reclaiming space.’ Reclaiming Space is intended to inspire others to center and/or affirm Black excellence in meaningful ways that work to better support our Black students and teachers. The text most strongly works for K-12 educators and administrators, faculty in higher education, and community members. The topics within Reclaiming Space are of interest to both those who are within the field of education and those who are not, as the issues stemming from harmful educational practices goes on to permeate spaces beyond. Having strong voices and experiences with disrupting these harmful practices from different perspectives and vantage points will hopefully not only better inform readers, but spark interest and hope as we move forward to dream about an educational system that is truly grounded in equitable access and opportunities for all.Perfect for courses such as: Introduction to Black Studies; Teaching for Diversity and Social Justice; Critical Thinking and Contemporary Social problem (sociology); Race and Ethnic Relations; Race and Ethnic Dynamics in the United States; Black Experiences in the United States; Cultural Diversity in US Schools; Sociology of Education; Sociocultural Foundations in Education; Classroom Management and Differentiated Instruction

In this moment of heightened political repression, racial retrenchment, and global anti-Blackness, the urgency of confronting anti-Blackness within, through, and across communities of color has never been greater. As book bans spread, Critical Race Theory (CRT) is vilified, and diversity, equity, and inclusion (DEI) initiatives are dismantled, we must reckon with the reality that anti-Blackness is not an aberration, but an organizing logic of racial formation and global white supremacy. This edited volume brings together scholars, educators, and community organizers to interrogate the ways anti-Blackness is perpetuated within / through / across Latinx and Asian American communities—and the complex, often contradictory practices of complicity, resistance, and solidarity that emerge in response. Drawing on interdisciplinary perspectives from disciplines / professions like education, ethnic studies, sociology, psychology, cultural studies, social work, and gender studies, Asian and Latinx Anti-Blackness in Schools and Communities: Complicated Stories of Complicity and Resistance refuses simplistic narratives that position non-Black communities of color solely as victims or solely as perpetrators. Instead, contributors adopt a both/and framework, naming the ways Latinx and Asian communities have benefited from proximity to whiteness (as it relates to anti-Blackness) while also highlighting the histories, ruptures, and refusals that open / reveal possibilities for coalition and collective liberation. Organized into three sections—Anti-Blackness With/In, Through, and Among Latinx & Asian Communities, Geographies and Spaces; Anti-Blackness in Latinx & Asian Teaching, Pedagogy, and Curriculum; and Anti-Blackness and the Precarity of Racial Categories—the chapters combine empirical research, conceptual essays, narrative, and autoethnographies. Together, they explore topics such as racial formation, racial hierarchy, racial triangulation, the intersections of Blackness, the policing of language and accent, and the lived experiences of multiracial individuals navigating contested racial boundaries. The book situates these discussions within the shifting demographic and political landscape of the United States, where the 2020 Census revealed a decline in the white population alongside an increase in racial diversity, and where Kamala Harris’s historic tenure as the first Black and Asian American Vice President (and presidential candidate) illuminated both the promise of representation and the persistence of racial hierarchy. These contexts underscore a central question animating the volume: How do Latinx and Asian communities—within schools, neighborhoods, and transnational networks—navigate the tensions between inclusion and erasure of Blackness in the broader racial imaginary? Ultimately, this volume is both critique and invitation. It challenges readers to: confront how anti-Blackness is reproduced in everyday practices and institutional structures; to reckon with the privileges and harms tied to racialized positioning; and to imagine relational, historical, and spatial practices of accountability within / through / and among Latinx and Asian communities. By centering the voices of scholars and storytellers committed to racial justice, Asian and Latinx Anti-Blackness in Schools and Communities offers not only a sharper understanding of racial dynamics beyond the Black–white binary, the impact of the binary, but also concrete pathways toward dismantling anti-Blackness and building enduring, justice-oriented solidarity.

From Academic Mochilas to Reflejos Brillantes: Latina/o/x Students and their Quest for Educational Excellence was written to continue elevating the notion that education is a pathway forward for individual, family, community, and societal transformation. Anchored around two primary metaphors — the mirror and the mochila (backpack) — this book aims to engage educators, leaders, students, families, community members, and policymakers to consider how the mirror and the mochila can be used as tools to transform educational practice, pedagogy, and policy for Latina/o/x/e students across the K-12, community college, and university systems. Dr. Rodriguez begins From Academic Mochilas to Reflejos Brillantes with his own educational journey, discussing the challenges and opportunities that shaped his pathway through education and on to higher education. He discusses the intellectual foundations of reflejos as a result of research conducted in a predominantly Latina/o/x student high school in California. The remainder of From Academic Mochilas to Reflejos Brillantes focuses on strategies to build Reflejos Brillantes, beginning with affirmation-based pedagogies resulting in reflejos valiosos (worthy reflections). Then, in Chapter Four, Dr. Rodriguez explains the intellectual foundations of the academic mochila, which helps test the institutional espejo (mirror) and introduces how we can arrive at refjejos llenos (full reflections). Dr. Rodriguez believes all forms of education should strive to serve as an espejo to the students they serve. While Latinas/os/xs continue to grow as a demographic, there are deep-seated inequalities that must be understood within a historical context, and recognition must be paid to how far we actually need to go in order to advance our community in education and society. Education, even with its various challenges, has the potential to move our communities toward equity and justice. This progress will not happen by accident, and we must intentionally create the conditions that move us toward a more hopeful future. We must fight for the espejos that make sense for us. From Academic Mochilas to Reflejos Brillantes explores what this looks like. In order to build institutional espejos that reflect Latina/o/x student brilliance back to them, educators, researchers, and policy makers must be willing to recognize the gifts, skills, knowledge, and experiences that students already bring in their mochilas. This recognition of existing brilliance allows us to build on and contribute to it, but the first step in education is to recognize that the mochila exists, using education as a vehicle. The mochila is conceptualized from two key sources — the experiences of Latina/o/x high schools students and situated within the additive conceptual frameworks in education created by mostly Chicana/o/x and Latina/o/x scholars in the field of education. Throughout From Academic Mochilas to Reflejos Brillantes, Dr. Rodriguez speaks directly to all Latina/o/x students about seven essential steps to achieve reflejos victoriosos (victorious reflections), and finally, Dr. Rodriguez closes the book with a call to action by proposing a 12-point framework that can be used to advance Latina/o/x education in the U.S., or what he frames as reflejos futuros (future reflections). This framework aims to advance the conversation locally and nationally to advance education for and with the Latina/o/community, and to build Reflejos Brillantes into the collective future. From Academic Mochilas to Reflejos Brillantes aims to celebrate and facilitate Latina/o/x student success.Perfect for courses such as: Introduction to Education; Issues in Latina/o/x Education; Introduction to Ethnic Studies; Chicana/o/x Education; Diversity and Equity in Education; Urban Education; Introduction to Teaching; Critical Pedagogy; Education in a Diverse Society; Sociology of Education; Social Context of Education; Social and Cultural Foundations of Education; Educational Leadership

The Critical Role of Ethnic Studies in Educational Leadership addresses the urgency of having equity-minded and globally-oriented transformative leaders who seek to empower students and teachers alike through their commitment to integrate ethnically and culturally rich curriculum and instruction in today’s schools. The ethnic studies revival movement has emerged to combat the cycles of ignorance affecting society in negative ways. Unless educational leaders possess relevant cultural and ethnic proficiency, have global perspectives, and are eager to lead by example, educators will continue to flounder about the best ways to cultivate pluralism in American schools. Moreover, shifts in mindsets toward ethnically and culturally relevant school learning and teaching culture are needed for leaders to ensure that they not only have the knowledge and skill, but also the courage and will to reform schools through an inclusive and comprehensive approach based on the axioms of ethnic studies education in the K-20 settings. To amplify the importance and interconnected pathway that exists across these policies that bridge high schools, community colleges, and state universities, this volume details how educational leaders in California are continuing to advance social justice through the implementation of Ethnic Studies and the role that educational leadership—including credential, masters, and doctoral programs—can play in the full attainment of the goals for ethnic studies implementation. The lessons learned in California are relevant across the nation and around the world. As Ethnic Studies has expanded across PK-12 and higher education contexts, extant studies have both quantitatively and qualitatively detailed how participation in quality Ethnic Studies courses and programs in and out of schools can improve many student outcomes such as engagement, critical thinking, and achievement, as well as attendance, increased GPAs, and graduation rates. The work to effectively implement Ethnic Studies requires strong leadership, including students, teachers, community leaders, and site and district level administrators. The Critical Role of Ethnic Studies in Educational Leadership is an important book that appeals to a variety of readers. Those interested in a deeper understanding of Ethnic Studies will find the book will better inform them. Educational leaders are provided with both the rational and the methodologies for implementing this important concept in curriculum. It is also a valuable teaching resource for a variety of classroom settings.Perfect for courses such as: Intro to Ethnic Studies; Intro to Chicano Studies; Climate & Environmental Justice; Educational Reform; Educational Policy Environments; Theories of Cross-Cultural Education

Transforming Education for Social Justice: Empirical Insights from Leadership, Equity, and Research in Action is a powerful anthology that brings together a collection of articles originally published in the Journal of Leadership, Equity, and Research (JLER). These chapters reflect a shared commitment to confronting systemic inequities and transforming PreK–12 and higher education through critical scholarship, equity-minded leadership, and community collaboration. As part of the Myers Education Press Ethnic Studies Revival Series, this volume is organized around three central themes:the role of educational leadership and transformative research for education reform and student empowerment,countering inequitable disciplinary practices through alternative and transformative approaches,the importance of student voice and activism for promoting equity and social justice.Together, these themes offer a framework for reimagining schools as spaces of resistance, healing, and liberation. In an era marked by heightened attacks on ethnic studies and diversity initiatives, Transforming Education for Social Justice offers timely empirical insights that support inclusive, justice-centered educational practices. The chapters draw on culturally responsive pedagogy, restorative justice, critical race theory, and decolonial frameworks to provide both a critique of existing structures and a vision for what is possible. This volume is an essential resource for scholars, educators, and policymakers committed to equity and social transformation. It is especially well-suited for use in Ethnic Studies, Educational Leadership, Teacher Preparation, and Social Justice Education courses.

We Are Children of the Corn/Somos Hija/o/xs del Maíz: Husks of Hope, Resistance, and Latina/o/x Educational Success is a collection of empirical studies that explores the complex and multi-faceted journeys of Latina/o/x students. With maíz (corn) as the guiding symbol, this book incorporates indigenous teachings and knowledge to highlight the pillars and resources of support—referred to as “husks”—that nurture Latina/o/x students' growth, resilience, and achievement as they navigate the U.S. schooling system. This anthology offers examples that underscore the role of schools, families, and communities in shaping Latina/o/x students’ trajectories from pre-K to higher education.The volume builds upon the parent book, The Chicana/o/x Dream, by examining the intersectional experiences of Latina/o/x students in varied educational contexts, the resources they access within educational spaces, and their familial and community support systems. Using the Framework of Atravesada/o/xs Nepantleando (FAN), the authors in this anthology illustrate how Latina/o/x students become nepantlera/os—change agents who create and foster diverse cultural spaces and advocate for transformation. The book is organized around three themes: planting seeds to foster college access, cultivating students to foster college readiness, and harvesting to support college completion. Through these themes, the volume aims to empower educators, researchers, and policymakers to foster diverse, equitable, and inclusive school and community spaces that amplify Latina/o/x student voice and center their experiences.We Are Children of the Corn/Somos Hija/o/xs del Maíz is a valuable contribution to the scholarship on the Latina/o/x student experience in the United States. It is the perfect text for a variety of courses in Ethnic Studies and Cultural Studies.

Repertories of Racial Resistance: Pedagogical Dreaming in Transborder Educational Spaces explores the integral role of dreaming and imagination in pursuing educational justice. The illuminating case studies in this book highlight how youth and adults utilize Transformative Methodologies not only to generate knowledge, but also promote social change. Transformative Methodologies are approaches to research and knowledge production that explicitly: center the perspectives, experiences, and expertise of BIPOC youth and communities as essential to research challenge conventional social science frameworks that relegate communities as “objects” of inquiry, and facilitate ethnically and racially minoritized young people to leverage their educational opportunities to express their agency, imagine emancipatory futures, and embody social change. Chapters in the book demonstrate how researchers, practitioners, and youth utilize methodologies such as participatory action research, testimonials, counter narratives and critical storytelling to make sense of social inequalities and envision futures rooted in justice. This text considers the intimate relationship between youth leadership and empowerment with dreaming and imagination. The book includes case studies based in diverse contexts such as K-12 schools, community-based settings, and higher education. Moreover, the text specifically highlights how BIPOC young people leverage their imaginations as part of their efforts to advocate for justice in their communities, families, and schools. This book emphasizes the importance for researchers and practitioners to leverage youth imagination and freedom dreams in creating culturally sustaining educational settings and promoting transformative youth leadership. This volume will be of interest to graduate, postgraduate students, researchers and academics in fields such as multicultural education, critical pedagogy, youth development and qualitative and participatory methodologies. Pre-service teachers, practitioners, and libraries will also find this book useful. Perfect for courses such as: Multicultural Education, Foundations of Education, Critical Pedagogy and Education, Youth Development, Out of School Time Education, Research Methodology, Anthropology and Education, Sociology and Education, and Youth Resistance