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Type your group’s response here

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Purpose -
1. contextualize Whitestream education
2. Acknowledge, critique systems of power
3. Explore history through non-dominant perspectives
4. Build solidarity
5. Sustain oppressed cultures and stories

CRP - Responsiveness was done through actively embedding cultural and community practices, through lived realities..

Community responsiveness includes localization of curriculum / pedagogy.  Basing the course(s) on the needs of that specific local community; educational, political, cultural...

ERP - ethnic studies tailored to that specific community; giving students access to their own collective history... flipping the script for students who are underserved:  HERE you are valued. HERE this is about YOU

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Ethnic studies is specifically focused on cultural knowledge and history of specific groups. The purpose is to develop critical understanding of the world and your place in it. Providing mirrors for students who aren't being engaged by traditional schooling. Curriculum responds to community needs, which are determined through holding the community in authentic relationship.

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Sci 3 - Theresa, Max, Hanh, Alison, Kasey, Chelsea, Gabby

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Sci 3 - Theresa, Max, Hanh, Alison, Kasey, Chelsea, Gabby

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- The purpose of ESP is "to address racism by critiquing, resisting, and transforming systems of oppression on institutional, interpersonal, and internal levels" (Tintiangco-Cubales et al.)
- Ethnic Studies is being explicit about racist systems that students are living in
- Ethnic Studies is project-based learning that is centered on community issues
- Ethnic Studies Responsiveness is providing students with content that is relevant to them and content that they are actually interested in
- Community responsive pedagogy is being responsive to the community and the community's needs

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When you remove/divorce student's lives and culture from their school experience, it is going to make them lose interest in school leading to higher dropout rates.

Having a safe space where students of minority groups can learn and explore their own culture and take pride in it, see representation of themselves in curriculum gives them tools to build their own positive identities.

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The purpose of ethnic studies is to "respond to students by developing their critical understanding of the world and their place in it... ultimately transform the world better" (Tintiangco-Cubales et al, p. 21)

Community responsive pedagogy involves building relationships with the community, families, and students, and implementing those relationships as we are creating the curriculum.

Ethnic Studies responsiveness encourages not only learning about the culture but also creating a new culture; open to different cultures and identities than their own

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“I’ve never met a kid with a dysfunctional relationship to [math]. I’ve met a lot of kids with a dysfunctional relationship to [math education].”

Every kid--heck, everyone--uses math. It's a part of daily life--used in games, shopping, sports, etc.... It's not math that people have a bad relationship to, it's how we teach math.

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They have an ethnic studies class, which was developed in '97 response to community demands. The ethnic studies program is seeking to meet the students needs rather than correcting the students to have a better relationship with learning (non-deficit perspective of students). Using cultural artifacts, speaking in Spanish, etc. Getting to know your culture and history is validated as part of your intellectual identity by it happening in school, and this is part of the decolonization process.

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What is the purpose of Ethnic Studies?
- Teach history through a lens of critiquing racism + its personal and social impacts
- Teaching students how to understand their experiences with race and racism. "Strong Ethnic Studies teachers sense the purpose of Ethnic Studies goes beyond teaching untold or undertold histories: It also helps students critique structures of racism and its personal and social impact, as well as challenge oppressive conditions." (pg 21)
- Expand schools to serve students who are traditionally underserved.

What is community responsive pedagogy?
- What is within a community - people, culture, etc. - and how they can be supported. Building curriculum around community relationships.
- empowering students to feel knowledgeable and capable.
- 1) identify a problem, 2) analyze the problem, 3) create a plan of action, 4) implement PoA, 5) reflect on PoA.
- "Key components include developing critical consciousness, developing agency through direct community experience, and growing transformative leaders"
- creating a supportive community between students

What is Ethnic Studies Responsiveness?
- Building responsiveness into Ethnic studies programs
- Centering student Funds of Knowledge, asset mindsets
- Creating a supportive community between students

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Sci 3 - Theresa, Max, Hanh, Alison, Kasey, Chelsea, Gabby

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Sci 3 - Theresa, Max, Hanh, Alison, Kasey, Chelsea, Gabby

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- Teachers advocating for content/classrooms that actually interest Hispanic students in order to help them succeed in school
- Teachers saying that students' apparent lack of interest in school is not a failing of the students, but a failing of the education system
- Creation of the Mexican-American/Raza Department
- Classes on Mexican-American history
- One teacher was explicitly telling students that if you don't know your own background and history, it's easier for someone else to tell you your own history even if it's not right (centering decolonization and anti-racist teachings)

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Connections to their culture being made in classroom, and use, celebrate their language in school and classrooms, addressing historical and generational traumas.

There were different staffs from different pueblos, nations, communities in the entire continent/hemisphere.  This one represents Tucson!
They continue to preserve traditional ways of life.

Examples - use of cultural artefacts to bring cultural knowledge in classrooms, use of Spanish language, mayan phrase and translation between English and Spanish.

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Science 2 - Alex, Annie, Cat, David, Kristin, Olivia, Shanti, Tate

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Science 2 - Alex, Annie, Cat, David, Kristin, Olivia, Shanti, Tate

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Teacher in the video: "I've never met a kid with a problem with learning; they have problems with school."

Response of teacher to the guy who was real terrible: "That's what your teachers/parents were saying about you too."

Students talked about how the ethnic studies class saved them from dropping out

Mexican American/Raza Studies Assembly - different staffs from different Pueblos, shared one that represented Tucson, preserve the culture and life of Chicanos

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Implementing the class that meets the cultural needs of the students such as the history of Mexican-American, from different perspective

Ethnic studies curriculum helped students from staying in the school.

Helping the students to create the ethnic community within school.

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Sci 3 - Theresa, Max, Hanh, Alison, Kasey, Chelsea, Gabby

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Sci 3 - Theresa, Max, Hanh, Alison, Kasey, Chelsea, Gabby

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- Advocate for your students and their community's needs
- Create lessons/content that centers student interests; give them learning opportunities that are contextualized in students' lives
- Giving multiple opportunities for student agency
- Inquiry-based learning (e.g. Ambitious Science Teaching)
- Focus material on community-based issues and injustices
- Create a classroom culture where students help themselves and each other learn, and hold each other accountable for their learning
- Give students multiple opportunities to explore multiple perspectives of scientific phenomena
- Include community in the classroom (e.g. having parents come in and share about a profession related to the unit)
- Make explicit to students why they are learning what they are learning and why it matters to them
- Prioritize student and community relationships

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Students were very clearly learning and engaging with school a lot more in their ethnic studies class.
They had more representation in the form of teachers of color who recognized the importance of ethnic studies and community responsive pedagogy.

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Having students do project-based-learning on things that apply to their culture or community (fast food restaurants and calories, mapping housing income, ethnobotany)
Rooting our lessons in anchoring events that are culturally relevant and important to their community
Immersing criticality into the lesson
Representation of scientists/people/ways of thinking that are not often represented or considered appreciated/valid in our Westernized world

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A focus on student-led discussions on equity & social justice, using content knowledge to bolster arguments. Incorporating not only lived experiences....  (fiesta, mariachi etc) but also cultural values,  like "Fairness" were explored in the math video.

And talking about how we define what's "fair" and why, making it clear to students how math is already relevant to them in their daily lives and the places they're already doing math every day. Much like the validating statement in the video, where they affirmed that not only have you been here for years, and Mexico was never truly colonized, but your culture goes back more than 7,000 years; you are present, you are valued, and you belong.

There's a shared criticality in using math as a tool of understanding of social issues and ethnic studies which uses history and cultural practices as lenses and tools for criticality on social issues.

The difference between a 'dysfunctional relationship' with "learning" vs with "school" relates to the way that kids aren't "bad at math" but rather sometimes math class is taught in a way that's "bad for students"

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Ethnic studies can be a double-edged sword when it takes 100% of the responsibility for inviting minoritized students in. One problem we worry about is seeing minoritized students pulled away from higher education pathways in STEM toward ethnic studies or other social studies disciplines because excellent representation is overly concentrated in those fields. Something that is a top priority in our minds in this discussion is how we are really bringing these strategies to our STEM classrooms. Connection to math reading: centering learning in situations tangible to students -- this responsiveness mirrors the asset mindset demonstrated by the teachers in the video. The students are not the problem, it's the approach that must be examined. Specific strategies: project based learning (specifically oriented around authentic issues in students' communities). Framing the math as a powerful tool for accomplishing goals that matter to students (activism, advocacy, policy evaluation, cultural practices, etc.).

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Strategies:
Honoring all different countries using the common language (Spanish)

Allowing the students to select the activities that they want to do, create more interactive and collaborative

Reflect on the students' community, origin, culture as well in the teaching practices; main goals is to communicate

We may stick with the culture of the target language in our class, but it is possible to explicitly/implicitly connect to the students' cultural identity, bringing more interest from the students to the content: from Nina's Story where she had a spark of interest as she was seeing the picture (Figure 4.1)