This compelling book conceptualizes Ethnic Studies not only as a vehicle to transform and revitalize the school curriculum but also as a way to reinvent teaching. Drawing on Sleeter's research review on the impact of Ethnic Studies, the authors show how the traditional curriculum's Eurocentric view of the world affects diverse student populations.

Contents Series Foreword James A. Banks  vii Acknowledgments xiii 1. What Is All This Fuss About Ethnic Studies? 1 A Story of Schooling and the Legacies of Colonialism 1 Ethnic Studies as a Decolonizing, Unfinished Project 4 Epistemic Privilege: Propelling the Movement Forward 5 Ethnic Studies in Our Schools 6 Hallmarks of Ethnic Studies 7 Overview of This Book 17 Joining the Struggle for Ethnic Studies 17 2. Mainstream Curriculum as (Multicultural) White Studies 23 Whose Viewpoint Structures Curriculum? A Contested Domain 24 What Do Current Curriculum Analyses Find? 27 Assumptions Embedded Within (Multicultural) White Studies 36 Students’ Perspectives 38 Conclusion 43 3. What the Research Says About Ethnic Studies 44 Academic and Personal Impact on Students of Color 45 Ethnic Studies for Diverse Groups That Include White Students 62 Conclusion 67 4. Ethnic Studies Curriculum as Counter-Narrative 69 Ethnic Studies as a Conceptual Approach 69 Ethnic Studies in Early Childhood 72 Black Studies in High School 76 Native American Studies 79 Ethnic Studies with Diverse Students 84 Youth Participatory Action Research and Ethnic Studies 90 Conclusion 93 5. Ethnic Studies Teachers’ Reflections on Their Praxis 95 Ethnic Studies Teachers 96 Identity as Central to Teaching 97 Foundational Values 99 Key Challenges 107 Conclusion 112 6. Research and the Movement for Ethnic Studies 113 Uses of Research in the Growing Movement for Ethnic Studies 114 Ethnic Studies Advocates 115 The Role of Research in Ethnic Studies Advocacy 116 Challenges 123 Sustainable Research and Advocacy 128 Looking Toward the Future 130 References 134 Index 149 About the Authors 162

“Christine Sleeter and Miguel Zavala pull no punches in their approach to ethnic studies in education. Despite the negative critiques of ethnic studies rooted in White supremacy and the politics of fear, their contribution to critical thought and praxis is necessary and commendable. Like many of our comrades in this struggle, I rejoice in the fact that they remain undeterred and unafraid.” —David Stovall, University of Illinois at Chicago