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Introduction
Momentum around the institutionalization of Ethnic Studies in US K-12 classrooms is gaining widespread attention. Opponents such as Arizona’s Attorney General Tom Thorne and former state superintendent of public instruction John Hupenthal have argued that Ethnic Studies does not academically challenge students and prepare them for high stakes testing (Planas, 2012; Sanchez, 2007). Conversely, research continues to show that Ethnic Studies contributes to the improvement of students’ academic abilities, especially for students from marginalized and vulnerable communities (Cabrera et al., 2014; Dee and Penner, 2016; Halagao, 2010; Tintiangco-Cubales et al., 2015). As Ethnic Studies in public schools is becoming increasingly common, several studies connecting Ethnic Studies and Education have emerged (Cabrera et al., 2014; Cammarota, 2007; Daus-Magbual, 2010; Ríos et al., 2015). A recent study out of Stanford University found that Ethnic Studies classes were significant sources of support for students designated “at-risk”. Of the ninth graders in their sample, 21 per cent increased their attendance, GPA was raised by 1.4 grade points overall and credits earned were raised by 23 points (Dee and Penner, 2016). Indeed, the important work on Ethnic Studies’ impact on students continues to be documented. Considering the dearth of research focused on Ethnic Studies’ contributions to student learning and competencies, this paper offers an examination of how Pin@y Educational Partnerships (PEP) developed critical literacy pedagogies and curricula that teach youth how to read the word and the world (Freire, 1985).
In the San Francisco Bay Area, central to the institutionalization of Ethnic Studies is the collective action and leadership of PEP. PEP is an Ethnic Studies teaching pipeline that connects undergraduate and graduate students interested in the field of education to local San Francisco public schools. In February 2010, PEP along with several community-based organizations galvanized support of students, teachers, families and community members to demand San Francisco Unified School District (SFUSD) pilot Ethnic Studies in five high schools – the Board unanimously passed their resolution. Five years later, a coalition of community organizations, including PEP, successfully organized to solidify SFUSD’s unanimous vote to institutionalize Ethnic Studies in all SFUSD schools.
Since 2001, PEP has created elementary to college Ethnic Studies curricula that are relevant and responsive to the local communities it serves. In addition...