Sleeter, Christine E., Zavala, Miguel
Description
What does the research say about teaching ethnic studies in K-12 schools?
This expanded second edition of Transformative Ethnic Studies in Schools pr
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ovides a research-based framework for dismantling racism and decolonizing curricula to rehumanize learning spaces for all students. Authors Christine E. Sleeter and Miguel Zavala dive into the current curricula, pedagogies, and activism of P–12 teachers to show how ethnic studies improves student identity, empowerment, and academic achievement.
The text critiques mainstream education as "white studies" and offers a comprehensive update on the academic and social value of ethnic studies. By showcasing contemporary curriculum exemplars―from early childhood through high school―the authors illustrate how core concepts are applied across diverse disciplines and local contexts. This edition also examines the challenges with program implementation in contentious sociopolitical environments.
Transformative Ethnic Studies in Schools is essential reading for teacher educators, P–12 classroom teachers, curriculum developers, and researchers working to transform schools through antiracist and culturally sustaining practice.
Key Features of the Second Edition:
Expanded Original Research: Reports on new interviews with ethnic studies teachers, advocates, and researchers. The Student Perspective: Includes a brand-new chapter detailing interviews with young people of diverse backgrounds who have completed high school ethnic studies coursework. Contemporary Curriculum Exemplars: Showcases P–12 curricula designed for various demographic populations, reflecting different local contexts and grade levels. Updated Research Synthesis: Provides a timely expansion of the research on the academic and social value of ethnic studies, originally commissioned by the National Education Association (NEA). Modern Challenges: Examines the challenges with program implementation in contentious sociopolitical environments. Teacher Preparation: Addresses the critical need for, and practical approaches to, preparing teachers to facilitate ethnic studies effectively in the classroom.
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