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I still am unclear what the parts of this class really entail

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I still am unclear what the parts of this class really entail

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Understanding identity for myself and my students.

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Understanding identity for myself and my students.

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It can be challenging to not make any student feel alienated when learning about different aspects.

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It can be challenging to not make any student feel alienated when learning about different aspects.

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As a white woman, I find it challenging to address ethnic studies. How will BIPOC students receive this class/information given that I have white privilege and entitlement?

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As a white woman, I find it challenging to address ethnic studies. How will BIPOC students receive this class/information given that I have white privilege and entitlement?

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humanize yourself and teach students how to do that for themselves

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For educators, unlearning traditional models of schooling that are teacher-centered, privilege rote learning and "academic literacy" rather than more varied learning experiences and demonstrations of knowledge. For students, unlearning traditional roles and expectations, interrogating previous teachings, and rejecting internalized deficit narratives

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affirming & recongizing intersectionality 

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affirming & recongizing intersectionality 

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our histories and struggles are interconnected, many of our students experiences exist beyond the US and they deserve to learn about how these concepts are applied to their native home

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connecting past to present, self to world, unjust conditions to relations of power and privilege as a basis for agency and change

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Students grasp the concept of solidarity when they learn about the identities of their other classmates and how important it is for them to recognize each other's struggles and aspirations.

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Students grasp the concept of solidarity when they learn about the identities of their other classmates and how important it is for them to recognize each other's struggles and aspirations.

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Being reflexive of self as an educator invites students to trust and reciprocate. Models reflecting on positionality in order to deepen empathy and solidarity

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anti-CRT & anti-Ethnic Studies political discourse

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anti-CRT & anti-Ethnic Studies political discourse

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Are we creating lesson plans where our students are doing challenging work for the sake of doing challenging work or are we producing lesson plans to have our students critically reflect on their lives and the world around them?

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Knowledge of self is definitely not just a component but a solid foundation. Once students understand, the other components will fall into place.

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Knowledge of self is definitely not just a component but a solid foundation. Once students understand, the other components will fall into place.

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I liked the part where ethnic studies is purpose to bring the student's own wealth of cultural information to the forefront

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("ungrading", restorative practices for discipline) rather than traditional schooling

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Teaching about this countries historical oppression and continued racism is tricky and still very important. This knowledge helps our students learn how to navigate through these institutions. They learn the importance of gaining knowledge and spreading it in their communitites.

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Teaching about this countries historical oppression and continued racism is tricky and still very important. This knowledge helps our students learn how to navigate through these institutions. They learn the importance of gaining knowledge and spreading it in their communitites.

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The purpose of these responses is to show incoming ES teachers that there is a community behind them that supports them on their journey, no matter where they are at. These letters shared the trials and tribulations of teaching ES in SFUSD, and it serves to be a guide for those emerging into the community.

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Talking about praxis... doing it yourself requires time and space to do so prior to asking students to experiment for you.

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students apply the tools, skills, and knowledge in this class to change their community

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Don't fake the funk! The students will know if you're lying. Just be true to yourself.

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I enjoyed reading about the purposes of ethnic studies that rather than a study of oppression, it is a study rooted in teaching love. I think there are lots of negative things in the greater sphere of things and love is one positive thing for students to have

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content always changing not meant to be "history of oppression" but that is a part of the nature of the class

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content always changing not meant to be "history of oppression" but that is a part of the nature of the class

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These pieces all spoke to the teachers individual experiences in teaching ES, and how they hope to carry that into our community space as a whole and share these messages to empower others.

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Learning to understanding systems as root causes as opposed to individuals. Creating understanding of how to as opposed to hatred of.

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If we build genuine and authentic community with our students, it creates an environment where they can feel more like themselves allowing them to bring in more of their own Community Cultural Wealth into the classroom.

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How are ES teachers authentically/inauthentically living up to ES tenants?

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How are ES teachers authentically/inauthentically living up to ES tenants?

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For me having ethnic studies was important because it taught me about my culture and history and my contributions. It made me realize I mattered too! I see the same reaction from my(our) students.

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For me having ethnic studies was important because it taught me about my culture and history and my contributions. It made me realize I mattered too! I see the same reaction from my(our) students.

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Not just focusing on individuals, but the whole system that creates systemic oppression.

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A means to modeling vulnerability necessary for authentic understanding of conversations about self and identity.

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Building student's political consciousness, harnessing their outrage to productive outlets for action (and ideally change)- Ashia's response

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"It would be irresponsible to produce indignant students who only see oppression and consequently feel hopeless or powerless to change anything." (Aquino, 2023)

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what do agency and identity look like in practice? telling students "you should have agency and have a strong sense of identity" isn't adequate by itself

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what do agency and identity look like in practice? telling students "you should have agency and have a strong sense of identity" isn't adequate by itself

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vulnerability and reflection, from students and teachers

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vulnerability and reflection, from students and teachers

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students feel and are empowered; avoid hopelessness

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students feel and are empowered; avoid hopelessness

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As much as we are the teachers in the room we are here to build community with our students as well as each other.

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Sam's student response: History told and taught by people of color so that they are in control of the narrative.
Mark's response: Centering the experiences of students and not assuming we know more than them. Making space for students to be authentic selves.