Search for a command to run...
This study examines the lived experiences of secondary Social Science educators teaching Ethnic Studies in the early stages of program activation, with particular attention to the challenges that are often invisible to policymakers, institutions of higher education, and K-12 school districts. Using an autoethnographic approach, the research examines key elements of Ethnic Studies Program Activation, including infrastructure support, capacity building, professional development led by experienced Ethnic Studies practitioners, and teaching with fidelity. The findings aim to provide actionable guidance for educators and district leaders to support new Ethnic Studies teachers at the secondary level and to inform leadership teams at school sites offering these courses. Furthermore, this study addresses the systemic inequities beyond the control of these educators, including the persistence of Eurocentric History-Social Science standards, state mandates that reinforce dominant narratives, inadequate funding, and insufficient teacher readiness, all of which place Ethnic Studies teachers at a significant disadvantage. In response to California’s Assembly Bill 101 (AB 101), which mandates school districts to pilot Ethnic Studies programs by the 2025-26 academic year and requires a one-semester course for all students by the 2029-30 school year, this study offers timely and critical insights into the readiness and preparation required for effective activation. It highlights the unique challenges faced by both new and experienced teachers as they transition to a new content area, and by those teaching Ethnic Studies for the first time, emphasizing the need for systemic support and sustained professional development to ensure program success. Teaching Ethnic Studies represents a valuable and transformative opportunity for both novice and experienced educators. However, delivering a humanizing pedagogy within Ethnic Studies requires a specialized set of skills, ongoing reflection and unlearning, and professional development shaped by educators with lived experience and deep engagement in Ethnic Studies, elements that cannot be easily acquired from standard instructional materials or textbooks. This research employs a qualitative inquiry model, through the lenses of autoethnography and Critical Race Theory (CRT), to illuminate the lived experience of one educator in this context and to address the systemic inequities and challenges faced by K-12 educators teaching Ethnic Studies for the first time. The data for this study is drawn from a variety of sources, including educational transcripts that track the educational journey, lesson plans developed for Ethnic Studies courses, and a reflective collaborative log documenting two years of induction within a school district that will be referred to by the pseudonym Mesa Unified School District to protect the confidentiality of participants and the district, all names of schools, the district, and the city have been replaced with pseudonyms. Additional artifacts included the California History/Social Science content standards, the researcher’s two completed California Teaching Performance Assessment (TPA) cycles, professional development materials, and a journal from Ehecatl Wind Philosophies, course outlines created during the curriculum development phase, and the Social Science CSET rubric provided by the state of California. Through coding and thematic analysis, central themes emerged, highlighting key issues such as teacher readiness, professional development, the persistence of Eurocentric frameworks, and the impact of state assessments.