Why Ethnic Studies? Building Critical Consciousness among Middle School Students

Autor/in	Nojan, Saugher
Titel	Why Ethnic Studies? Building Critical Consciousness among Middle School Students
Quelle	In: Middle School Journal, 51 (2020) 2, S.25-35 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2019.1709259
Schlagwörter	Ethnic Studies; Consciousness Raising; Middle School Students; Early Adolescents; Relevance (Education); Social Action; After School Programs; College Preparation; Program Effectiveness; Race; Student Teachers; Disadvantaged Schools; Urban Schools; Low Income Students; Writing (Composition); Social Justice; Teacher Education; Critical Theory; Grade 7; Grade 8; California + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Relevance; Relevanz; Soziales Handeln; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Rasse; Abstammung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schreibübung; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Kritische Theorie; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Kalifornien
Abstract	The rising percentage of nonwhite students in the U.S. public school system accompanied by persistent educational debt and racial inequities presents an opportunity gap for many marginalized students. Scholars suggest that teaching ethnic studies curriculum with critical race pedagogy can help address the opportunity gap. Ethnic Studies centers on providing students educational access, relevance, and tools for social change. However, few studies examine how this curriculum affects middle school students. Based on qualitative analysis of a combination of different data sources such as student evaluations, writing samples, and teacher reflections, I found that an ethnic studies curriculum enabled middle school students to make meaningful connections to their lives and build academic and social confidence that promoted their success. It also encouraged them to develop their capacities for social action. I find that contradictory ideologies may arise from cultivating critical consciousness with regards to responses and recognition of injustices. Results suggest that teachers may help cultivate students' critical consciousness when they have the content knowledge and pedagogical tools to support their development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01