6/5 The Academic and Social Value of Ethnic Studies, Christine E. Sleeter

Talking Points

1. As a national concern shifted toward standards and accountability, efforts to make curricula multicultural gradually subsided.

-In the 1960s, there was a push to get textbook companies to reflect the diversity of the population. In the 1970s and 1980s, textbook companies removed some of the worst stereotypes of diverse people, marking a positive move forward. Then the shift in systems of standards and accountability came into play, and the ball was dropped, and nothing further. White individuals remain the main characters and are discussed the most in the texts, primarily in a positive light.  African Americans seem to be talked about when talking about slavery or protesting for rights, and Asian, Latino, and Native Americans are spoken about even less. African Americans get 28 days for Black History Month, which is actually history for everyone. Latinos "get" Cinco de Mayo, which is about celebrating their rich heritage, but here in the US, it gets downplayed to a drinking holiday (Margarita Day). 

2. Texts say little to nothing about contemporary race relations, racism, or racial issues, usually sanitizing greatly what they mention. (Hughes 2007)

If the textbooks don't mention racism or racial issues, how are ALL people supposed to know what is really going on? The students are the ones who lose in this narrative. White individuals think nothing's wrong, and black individuals think, Where am I in this? Textbooks should represent everyone. Other ethnicities and races shouldn't be an afterthought in texts and in conversations.

3. Students have been found to respond to curricula that are partly based on what they learn and experience in their homes and communities. Students of color become aware of deeper meanings as they go through school.

5th grade-Elementary students- White- believe everyone has rights, Black are beginning to articulate racial oppression

                 Middle School students- White- ?  Black are tired of learning about white people and didn't want to be seen as victims

                 High School students- White- ?  Black are aware of the Euro-American bias and can describe it in detail, systematic racism. They "learn to distrust the historical knowledge taught in schools and turned to family, community members, and Black oriented texts" for their education.

                 

Argument- It's important to recognize "others" in the Euro-American texts and conversations to live in this unified world.