ETHNIC STUDIES AS ANTI-SEGREGATION WORK : LESSONS FROM STOCKTON
In 2021, California became the first U.S. state to require that public high schools teach ethnic studies. Given polarized politics over what that mandate might mean, this Essay reflects on the role of ethnic studies curriculum in one place, through the voices of three people. The place is Stockton—t...
| Veröffentlicht in: | Columbia Law Review. - Columbia Law Review Association, Inc.. - 123(2023), 5, Seite 1507-1532 |
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| Format: | Online-Aufsatz |
| Sprache: | English |
| Veröffentlicht: |
2023
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| Zugriff auf das übergeordnete Werk: | Columbia Law Review |
| Zusammenfassung: | In 2021, California became the first U.S. state to require that public high schools teach ethnic studies. Given polarized politics over what that mandate might mean, this Essay reflects on the role of ethnic studies curriculum in one place, through the voices of three people. The place is Stockton—the most diverse city in America and home to more than twenty years of grassroots investment in ethnic studies courses. Oral histories from three generations of the leaders who built that local curriculum—each of whom was shaped by their own ethnic studies education—offer a personal window into what the work has been about. Set in a city, like many others, with a long history of neighborhood and school segregation, these Stockton stories provide a chance to reflect on the curriculum’s legal history as a court-ordered remedy for de jure and de facto school segregation. Ethnic studies could not integrate Stockton’s schools but it could, and did, finally integrate the content of their lessons to reflect the people in the room. |
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| ISSN: | 19452268 |