Ethnic Studies at Harvard Graduate School of Education

n their content and pedagogical knowledge through a brief examination of key events in U.S. History centered on Chicano/Latino, African-American, Asian American and Pacific Islander, and Native American history. We will consider the ways that an ethnic studies approach can empower all students to see themselves reflected in their national history and their classroom curriculum and, for both students and teachers alike, to understand the diversity, roots, histories, and cultures within classrooms in which they teach and learn. In this group IS, students will co-create ways to apply this understanding to practice, research, and policy in order to improve educational excellence and equity for all children. This course explores prospects for redressing systemic and ideological inequities, in both schools and society, and seeks to help students become informed, reflective, and courageous leaders. Three HGSE doctoral students and veteran educational practitioners will facilitate the group IS, with support from HGSE faculty Pamela Mason, Matt Miller, and Lee Teitel, who will oversee the group independent study. The learning objectives include: (1) explore the application of culturally responsive curricula and pedagogy in practice; (2) engage in critical self-reflection and exploration of power and privilege; and (3) examine teaching and learning through a diversity and social justice framework that actively humanizes students and interrupts oppression in classroom contexts. Drawing on core texts, discussions, and research, students will work in groups to prepare a final curriculum-unit project that they can use to introduce ethnic studies to schools.