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I love that the reading brought up that "social disintegration thesis" has obscured or downplayed the potential of youth to be forces of change in their communities (707). I also like how it connected the idea of youth thriving to their community thriving, and that every effort to improve the community is an effort to improve one's self. Their challenge to typical notions of social capital--placing it in the context of disenfranchised youth and their community connections--is radical because (I) usually think of social capital as something rich, well-connected (and thus powerful) white people have.

DAMN, Kimberly freaking killed it today!!! Her presentation was really inspiring and I could tell what Salahuddin meant when she said that this is what we do the work for as she introduced Kimberley. No joke, Kimberley's presentation and research could rival any of those presented in my upper divisions undergrad classes, and on top of that, it actually involved action in the community--not just ideas, she actually did it. The idea of the senior capstone is really cool and I'm excited that I'll be working in OUSD (for Oakland teacher residency). As a secondary teacher, the capstone is something I'm gonna be thinking a lot about.

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In the text, I learned about the critiques of AAS, such as it's (perceived or historical) lacking commitments to LGBTQ, ability, and SWANA. But I also learned how the RADical framework plans to address these by centering the experiences of Asian-Americans in reflection, relationship building, critical analysis, dreaming of freedom and solidarity, and determining what needs to be done for liberation. I appreciated the author's emphasis on the need for deep and actionable solidarity with BIPOC communities.

I learned from Dr. Sacramento about the role of Asian-Americans in the Third World Liberation Front and the struggle to establish Ethnic Studies.

My pedagogical commitments are to get to know my students, never stop learning myself, and never let myself think that i have it "figured out". For Ethnic Studies specifically, I will stay committed to learning these histories. I will also continue to explore my own history and share it in a vulnerable and inviting way in the classroom.

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Marable, M. (2001). The Problematics of Ethnic Studies.

This reading was super dense with ideas to think about. One thing that it re-emphasized for me was how messy the concepts of race and ethnicity are. Since I majored in Anthropology, I'm more familiar with the history of race (eugenics, anthropometry, psuedoscience, etc.). Ethnicity is the one that I think more about, especially because I've always struggled to "check the box" on various state-sponsored documents. I was most interested to learn about the category "hispanic" on page 257; now it's more clear why people get so worked up about it. It was also interesting to learn about the history and issues with ethnic studies departments, such as the ghettoization that happens with the consolidation of ethnicities under the umbrella of ethnic studies. Finally, the last section, "Inequality and the New Color Line," introduced some really important considerations in our present situation connected to class, colorism, and inter-ethnic division, and assimilation. I'll definitely have to revisit this reading as I integrate ethnic studies curriculum into my history classrooms. (This reading also made me realize that I probably would've majored in ethnic studies over anthropology if I knew about it before transferring.)

3 Questions

1. How can teachers not trained in ethnic studies (like myself) still integrate ethnic studies focused units into our history (or ELA) classes and still do justice to the complications and ongoing debates? How can we avoid reductive tendencies that stem from our lack of background?

2. As a teacher, how do you navigate the fine line between "ethnic solidarity" (related to a shared sense of oppression) and the inter- and intra-ethnic tensions highlighted in the final section without quantifying oppression?

3. I feel more comfortable with Black and Latine histories than Asian-American histories, I'm wondering how I can educate myself with special attention to the historic dismissal of non-southeast Asians: "Indians, Pakistanis, Indonesians, Vietnamese, Arabs, Cambodians" etc. (261).

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Wow, today (Se Sullivan's talk) was intense for me . Queerness and alphabet (as Se calls it) justice is the least familiar territory for me when it comes to social justice. I was totally silent today because I'm afraid of saying the wrong thing. Even now, typing this, I'm hoping that I'm using the right terminology and being sensitive, etc. I want to be an ally and I hope I am and what I doing to work on this is paying close attention and trying to learn as much as possible. What I don't do enough of though, that Se helped me realize that I need to, is ask questions. I feel encouraged and challenged to ask questions now. We'll see if it actually happens.

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One thing in class today that resonated with me was the documentary about the birth of Ethnic studies. I have to admit (somewhat embarrassed) that I did my undergrad at UC Berkeley as a transfer and didn't know about it's history in the development of the ethnic studies and students' role in the Third World Liberation Front. (I even majored in anthropology and none of my professors ever mentioned it!?) I knew and heard about about Berkeley's role in the Civil Rights and Free Speech movements, but the Ethnic Studies struggle never came up. Nevertheless, it was very interesting to learn about it a little today while watching the documentary and I'm thirsty to learn more!

One thing in today's readings that stood out to me was that in "Towards an Ethnic Studies Pedagogy" the authors state--in no uncertain terms--that the purpose of ethnic studies is decolonization and challenging racism. I also appreciated how detailed they were in what would be necessary in making it effective at these. They said it must be culturally and community responsive, and ethnic studies teachers need engage critically and constantly with their racial/ethnic identities and other positionalities.

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Embodied History, Resistance & Solidarity

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Embodied History, Resistance & Solidarity

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Embodied History Slide, Notes, and Reflection

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Embodied History Slide, Notes, and Reflection

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When you think about being graded, what comes up for you? Draw it.

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When you think about being graded, what comes up for you? Draw it.

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What does my collage say about me?

I didn't have much of a plan while gathering materials for my collage. I just clipped things that I was drawn to or that related to my interests and identity. When I showed my partner the finished collage, she thought it was a "get to know me" project, so I guess that's what my collage says about me. It says that my interests include nature, animals, peanut butter, beans, skateboarding, and jazz. It references my biracial identity and the pride I have in my heritage. And it illustrates some of my values, like taking care of our planet, uplifting education, and living a healthy lifestyle. All of these things and more are what my collage says about me!

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Tree of Life - Amalia Mesa-Baines, Archaeology of Memory

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Tree of Life - Amalia Mesa-Baines, Archaeology of Memory