PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION
The Critical Role of Ethnic Studies in Educational Leadership
- Publisher
Myers Education Press - ISBN 9781975508890
- Language English
- Pages 300 pp.
- Size 6" x 9"
- Request Exam Copy
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- Publisher
Myers Education Press - ISBN 9781975508913
- Language English
- Pages 300 pp.
- Size 6" x 9"
- Request E-Exam Copy
The Critical Role of Ethnic Studies in Educational Leadership addresses the urgency of having equity-minded and globally-oriented transformative leaders who seek to empower students and teachers alike through their commitment to integrate ethnically and culturally rich curriculum and instruction in today’s schools. The ethnic studies revival movement has emerged to combat the cycles of ignorance affecting society in negative ways. Unless educational leaders possess relevant cultural and ethnic proficiency, have global perspectives, and are eager to lead by example, educators will continue to flounder about the best ways to cultivate pluralism in American schools. Moreover, shifts in mindsets toward ethnically and culturally relevant school learning and teaching culture are needed for leaders to ensure that they not only have the knowledge and skill, but also the courage and will to reform schools through an inclusive and comprehensive approach based on the axioms of ethnic studies education in the K-20 settings.
To amplify the importance and interconnected pathway that exists across these policies that bridge high schools, community colleges, and state universities, this volume details how educational leaders in California are continuing to advance social justice through the implementation of Ethnic Studies and the role that educational leadership—including credential, masters, and doctoral programs—can play in the full attainment of the goals for ethnic studies implementation. The lessons learned in California are relevant across the nation and around the world.
As Ethnic Studies has expanded across PK-12 and higher education contexts, extant studies have both quantitatively and qualitatively detailed how participation in quality Ethnic Studies courses and programs in and out of schools can improve many student outcomes such as engagement, critical thinking, and achievement, as well as attendance, increased GPAs, and graduation rates. The work to effectively implement Ethnic Studies requires strong leadership, including students, teachers, community leaders, and site and district level administrators.
The Critical Role of Ethnic Studies in Educational Leadership is an important book that appeals to a variety of readers. Those interested in a deeper understanding of Ethnic Studies will find the book will better inform them. Educational leaders are provided with both the rational and the methodologies for implementing this important concept in curriculum. It is also a valuable teaching resource for a variety of classroom settings.
Perfect for courses such as: Intro to Ethnic Studies; Intro to Chicano Studies; Climate & Environmental Justice; Educational Reform; Educational Policy Environments; Theories of Cross-Cultural Education
"The Critical Role of Ethnic Studies in Educational Leadership is both timely and transformative. Moving beyond mere analysis and problem posing, this powerful anthology offers an epistemology of action that challenges educators and leaders to resist injustice, challenge erasure, and cultivate learning environments rooted in equity, justice, and belonging. By centering critical consciousness and the lived experiences of diverse communities, this volume provides a critical roadmap for reimagining education as a space of inclusion, imagination, collective empowerment, and justice."
Dr. Tyrone Howard Professor, School of Education UCLA, Member, American Academy of Arts & Sciences
"The Critical Role of Ethnic Studies in Educational Leadership is a powerful guide for improving schools for all students. It demonstrates to school leaders how to teach the real histories and cultures of all students, not just the stories usually found in textbooks. The book explains that learning should help students think for themselves and solve problems in their communities. It is a great resource for anyone who wants to ensure every student feels seen, respected, and ready to change the world for the better."
Dr. Raul Maldonado, Superintendent of Schools, Palmdale School District, Palmdale California
"The Critical Role of Ethnic Studies in Educational Leadership is a timely and valuable historical document. It provides myriad perspectives on the complexities and controversies surrounding the passage and early-stage implementation of the California Assembly Bill 101. Also known as the Medina bill, that pioneering law made ethnic studies a California high school graduation requirement. Through articles that range from revealing case studies to theoretical musings and calls to action, this time capsule book sheds light on a contested and sometimes strident historical narrative that is still being written."
Dr. Carlos E. Cortés, Edward A. Dickson Emeritus Professor of History, University of California, Riverside
"As public schools become increasingly pressured by compliance, exclusion, and historical erasure, scholars and educators search for clarity, direction, and political mobilization to respond. The Critical Role of Ethnic Studies in Educational Leadership is a vital and galvanizing book, examining why Ethnic Studies is an essential component and practice for solidarity and social transformation, but more importantly also demonstrating how. At once a rich intellectual history and an indispensable one-stop resource on the field’s contemporary applications across diverse contexts, this text will inspire educational leaders everywhere to build more just, truthful, and liberatory educational and community spaces."
Dr. Anindya Kundu, Assistant Professor of Educational Leadership and Policy Studies, Florida International University
"The Critical Role of Ethnic Studies in Educational Leadership offers a timely and compelling vision for leadership grounded in justice, cultural knowledge, and critical consciousness. Bringing together leading scholars and practitioners, this volume demonstrates how ethnic studies can transform leadership preparation, policy, and practice across educational systems. By centering the histories, identities, and lived experiences of diverse communities, the book challenges traditional approaches to schooling and offers a powerful framework for leaders committed to equity, humanization, and transformative change in education."
Dr. Rene O. Guillaume, Professor, Educational Leadership School of Teacher Preparation and Administration and Leadership, Las Cruces, New Mexico
"Sí se pudo! The editors and authors of a Critical Role of Ethnic Studies in Educational Leadership created the text to meet our moment. Critical Role of Ethnic Studies in Educational Leadership models a praxis of educational hope, a rigorous collection of scholarship rooted in the collective efforts of community. The text offers emergent frameworks, specific examples, and relevant case studies from an impressive number of policy makers, administrators, academics, activists, teachers, and community educators; a call to recognize leaders and leadership in myriad forms, to honor those who have done the work, and to inspire others to do the work. Adelante!"
Dr. Tim Monreal, Graduate School of Education, University at Buffalo-SUNY, 2024 Spencer/National Academy Postdoctoral Fellow
The journey to center Ethnic Studies in our schools and universities has been marked by joy and turbulence, most evident in the courageous efforts of educational leaders navigating the complexities and challenges of implementation. This book arrives at a pivotal moment for those systemically responsible for shaping Ethnic Studies programs, policies and practices. From the Counterhegemonic Leadership framework to the research–based pedagogical praxis presented in the book, the contributors emphasize a justice-driven, community-responsive, and liberatory Ethnic Studies. This book will be a must-read for educational leaders immersed in the day-to-day work of transforming our schools and colleges.
Dr. Theresa Montaño, Professor, Chicana/o Studies, Cal State Northridge, Co-founder, Liberated Ethnic Studies Model Curriculum Consortium
Introduction
PART I: Foundations of Ethnic Studies and Educational Leadership
Chapter 1
Counterhegemonic Leadership: Addressing the Challenges and Possibilities of Ethnic Studies Implementation for Educational Leaders
Joaquín M. S. Noguera, Ernesto Colín, Kenzo K. Sung, Dolores Delgado Bernal, Cynthia M. Alcantar, Kyo Yamashiro, and William Pérez
Chapter 2
Rooted in Ethnic Studies: Designing Professional Development for Educational Leaders
Tracie Tagamolila-Noriega, Arlene Daus-Magbual, and Allyson Tintiangco-Cubales
Chapter 3
Professional Development as Core: Transformative Ethnic Studies Leadership Through Culturally Responsive Practice and Collective Agency
Felipe Mercado
Chapter 4
K-12 Ethnic Studies in California and Beyond: Implications from Initial Efforts to Institutionalize AB 101
Rebeca Mireles-Rios, Lisa Park, Paula Sevilla, Fátima Andrade Martinez, Hui-Ling Malone, Adanari Zarate, and Edward Reyes
Chapter 5
The Historical Nexus of Race, Resistance, and Education
David Sandles
PART 2: Ethnic Studies and Its Application to Educational Leadership
Chapter 6
Documenting the Role of Student Activists on the Implementation of California’s Assembly Bill
Dayna Mitchell and José M. Aguilar-Hernández
Chapter 7
How Teachers’ and Administrators’ Perspectives Shape Effective Implementation of AB 101 Ethnic Studies Policy in California Schools
Adam Bianchessi
Chapter 8
Understanding the Perspectives and Experiences of Teachers of Color Implementing Ethnic Studies Curriculum
Alexia Lee
Chapter 9
Leveraging University-Interdistrict Partnerships Through Community-Based Learning Spaces for Ethnic Studies Educators and Leaders
Jason Kim-Seda, Jazmin Chavez-Diaz, Ron Espiritu, Christina Mata, and Christine Sardo-Aska
Chapter 10
Implementing Ethnic Studies Across Disciplines in Higher Education: Faculty Voices and Pedagogical Insights
Marisol Diaz, Gyasmine George-Williams, Liza Taylor, and Cindy Cordova Arroyo
Chapter 11
Culturally Responsive Leadership and Community Values: Pathways to Indigenous Student Success in Brazil and Hawai‘i
Jessica L. W. Miranda, Wagner Roberto do Amaral, and Joaquim Adiala Hara
Chapter 12
Towards Educational Leadership for Justice: Commitment to Prepare Educational Leaders to Integrate Ethnic Studies Into Their Leadership Practices
Yesenia Fernández and Kitty Fortner
PART 3: Case Studies and Practical Application
Chapter 13
More Than a Requirement: Re-envisioning Ethnic Studies Activism for Educational Leadership in the Central Valley
Nora Cisneros, Jose G. Villigrán, Maria Gutierrez de Jesus, and Jeremiah Sataraka
Chapter 14
Ethnic Studies Curricular Considerations: A Case Study of Housing Discrimination in Kern County
Jeremiah Sataraka, Donato Cruz, and Christopher Livingston
Chapter 15
Lessons from the Field: Birthing an Ethnic Studies Coalition, Community, and Movement in Stockton, California
Aldrich Limpin Sabac and Gustavo Gonzalez
Chapter 16
Un Espacio Para Escuchar Voces: How a Student-Created Documentary Provided a Space for Spanish-Speaking Families to “Speak Up”
Kimberly Zepeda and Bre-Evans Santiago
Chapter 17
Ethnic Studies as Critical Consciousness and Humanization: Implications for Educational Leadership
Leticia Diaz-Garcia
Chapter 18
Leadership in Working Toward a District-Wide Focus on Equity: Implications for Ethnic Studies Implementation
Betty Alford, Liane I. Hypolite, and Richard Navarro
Chapter 19
Supporting Ethnic Studies Through School Board Governance: A Case Study Approach
Chris Cruz-Boone
PART 4: Moving Forward: Creating Transformative Leadership
Chapter 20
Building Regenerative and Affirmative Chicana/o/x Studies for Latina/o/x Students: Xicanacimiento Ecosystems and K–20 Schools
Elizabeth González Cárdenas, Natalia M. Toscano, Gustavo García, José Luis Serran Nájera, and Irene Vasquez
Chapter 21
Dangerous Ecologies: Analyzing the intersection of Special Education and Ethnic Studies
Guadalupe M. Muñoz Moroyoqui
Chapter 22
Transformative Leadership and Ethnic Studies: Cultivating the Moral Courage to Strengthen Social Justice in K–12 Education
Derrick M. Saenz-Payne
About the Contributors
Index
NOTE: Table of Contents subject to change up until publication date.
Mahmoud F. Suleiman
Mahmoud Suleiman is a professor of teacher education at California State University, Bakersfield. He earned his Ph.D. from Arizona State University in 1993. He previously taught at the Maricopa Community College District, AZ; Arizona State University, Tempe; and Fort Hays State University, KS. He joined CSUB in 1999 and has taught a variety of credential and graduate courses in the areas of multiculturalism, reading/literacy, action research, instructional leadership, second language acquisition, equity, social justice and inclusion, cultural literacy, and international education; he also has published in extensively in these fields. During his tenure at CSUB, he served as Director of the Multiple Subject Credential Program and as Chair of the Teacher Education Department as well as Chair of the Advanced Educational Studies. He is currently serving as a Core Faculty member and an Acting Director of the Doctoral Program in Educational Leadership. He is a Fulbright Scholar (2009/2010) and completed his residency at the Bahrain Teachers College, University of Bahrain, Bahrain, as well as Fulbright Scholar (2016/2017) at the Faculty of Educational Sciences and Teachers’ Training, An-Najah National University, Nablus, Palestine.
José M. Aguilar-Hernández
José M. Aguilar-Hernández is professor and doctoral program co-director in the Educational Leadership Department at Cal Poly Pomona. He is a first-generation academic, whose trajectory in higher education began at Moorpark Community College. Aguilar-Hernández transferred to UCLA, where he earned a B.A. in History and Chicana/o Studies, M.A. in Latin American Studies, and Ph.D. in Education. Aguilar-Hernández’s research and teaching interests include higher education, student movements, and critical pedagogy. Using critical race theory in education & historical methods, his publications chart 1990s student of color activism in higher education in Southern California and engaging critical pedagogy in higher education. His publications appear in the International Journal of Qualitative Studies in Education, Latino Studies Journal, Association of Mexican American Educators Journal, Aztlan: A Journal of Chicano Studies, and in the First-Generation Faculty of Color: Reflections on Research, Teaching, and Service anthology published with Rutgers University Press. Aguilar- Hernández was awarded CPP College of Education and Integrative Studies’ Advisor of the Year in 2024 and 2017. He is faculty coordinator of the CPP/Pomona Unified School District (PUSD) Ethnic Studies Dual Enrollment Program that enrolls high school students in “Introduction to Ethnic Studies,” a course that grants students high school and college credit.
Liane I. Hypolite
Liane I. Hypolite, PhD, is an associate professor in her sixth year teaching in the Educational Leadership Doctoral Program at California State Polytechnic University, Pomona. She earned a B.A. in Sociology and Psychology from Brandeis University, her Ed.M. from the Harvard Graduate School of Education, and her Ph.D. from the University of Southern California. Her research explores how students, educators, and community members find opportunities for success and well-being, despite navigating unjust systems.
Betty Alford
Betty Alford, PhD, is a professor, department chair, and doctoral program co-director of the Educational Leadership Doctoral Program at California State Polytechnic University, Pomona. Alford's research agenda has centered on leadership for equity and excellence in high need schools, program improvement for educational leadership programs, and sustaining a college-going culture in schools. She has been a faculty member teaching in this doctoral program for eleven years with previous experience as a professor at Stephen F. Austin State University in Texas where she also served as doctoral program director and department chair. Alford attained her doctoral degree from the University of Texas at Austin.