Further the lens through which we view the world has serious implications, such as shaping what we agree is a matter of concern in our society or what social policies we vote for. This outcome, our understanding of the world, is the justice component of knowledge production, because what we count as valuable knowledge and knowledge worth teaching relates to how students in the future construct what it means to live in a “just” society. My question about knowledge production and justice emanates from the discourse that debates whether teaching ethnic studies or classes with an emphasis in understanding the intersectionality of race, class, and gender should be taught in schools throughout K-12 education. Recently, the rejection of these subjects in the education system have become more explicit.
What is ethnic studies?
Ethnic
Studies courses, in a nutshell, are intended to teach the histories of
racialized groups, as well as the experiences of racialized groups in the
present-day. Related to ethnic studies courses, is the study of how race,
class, and gender intersect as identities to influence our experiences of
privilege and penalty. These constructs are abstract, but to better understand
them we can examine the types of questions that are asked surrounding race,
class, and genders studies, such as, what does it mean to be a working class
woman of color in today’s society? Or a white middle-class man? What
opportunities, privileges, or disadvantages might be implicated in these
identities? These questions elucidate part of what it means to study the
intersectionality of race, class, and gender and the experiences of different
ethnic groups in the United States and globally.
Denigration of ethnic studies courses
Most schools in the United States do not offer these
types of classes or opportunity for the discussion of race, class, gender, and
ethnicity in the classroom. For example, in California, for a student to
graduate they must successfully fulfill the A-G requirements, which comprises a
list of subjects each students must take (e.g. 3 years of mathematics courses,
2 years of English courses) and pass with a “C” grade or higher. An ethnic studies
class or a race, class, gender, and ethnicity class is not part of this fixed
set of graduation requirements, and thus not considered a critical piece of
students’ knowledge foundations in preparation for their transition to college
and their future careers.
A more overt and extreme exclusion of this knowledge base
is Arizona’s 2010 ban on ethnic studies courses, such as Mexican American
studies arguing that these courses are responsible for Latino students’
underachievement and that these courses foster anti-American and anti-white
sentiment. Several bloggers from the Huffington Post news website during the
years 2012 to 2013 have expressed their concern for this law and have made
arguments for the importance of teaching culture and ethnicity in the classroom
and arguments against the arguments that supported this law. Yvette Borja
raises questions about the role of the education system and where the
appropriate place to learn about culture is in her blog entitled, “The
Importance of Culture in Curriculum”.
In her blog, Borja suggests that schools are the best place for students
to learn about the culture and histories of different ethnic groups in the
United states as opposed to at home, where proponents of the ban have argued is
where culture and ethnicity should be taught. Borja argues that erasing racial
or ethnic histories from the school curriculum is debilitating to students
because it sends across the message that their histories and possibly their
personal experiences related to their cultural and ethnic histories are
un-important to classroom dialogue and the development of their knowledge.
In
critiquing John Hupenthal, the superintendent of Arizona Public Instruction,
blogger John
Riofrio acknowledges Hupenthal’s arguments that Hispanic students are
underserved and falling behind academically in Arizona. However, Riofrio rebuts
Hupenthal’s use of these facts to justify the removal of ethnic studies, which
does not provide “good education”. Once again, we can see the question emerge
of what counts as “good education” or valuable knowledge. Apparently, there is
evidence that ethnic studies courses have helped Hispanic students in Arizona
improve academically. Blogger Kristian
Ramos points out that the Mexican American Studies (MAS) program has helped
to improve the graduation rates of low income Hispanics by providing them with
a space where they can learn about and engage in dialogue about their identity,
history, and culture.
Ethnic studies: It’s not just for ethnic minorities
At
this point it may seem like the main beneficiaries of ethnic studies in the
curriculum are ethnic minorities. However, given that the United States is
known for its ethnic diversity, this may not be the case. Borja suggests that
including culture and ethnic studies in the curriculum will help students
develop “a mutual understanding and appreciation for different cultures”.
Without courses that fully engage in students in understanding ethnic and
cultural diversity, how can an understanding and appreciation of these ethnic
groups and cultures develop? Further, John Riofrio elaborates on how ethnic
studies benefits all ethnic groups:
“Yes, they spend a
significant time detailing the histories of people of color but they are, at
heart, courses about us, all of us. They are about how we as a society, and as
a nation, have dealt with our diversity. And what makes them so important is
that they reveal truths that we have been embarrassed or afraid to face up to”.
Although the truth about how certain ethnic groups
in the United States have been treated may not be pretty, we can understand how
these ethnic groups have contributed to society and our understanding of our
society’s development and progression through time. Furthermore, to consider
ethnic studies unimportant or less valued than other traditional courses taught
through the K-12 programs is questionable given how important it is to
understand our histories in order to make appropriate decisions for society in
the present and in the future.
