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ESEH Manifesto

Resources for Racial Equity: Ethnic Studies in K-20

ESEH group photo

Ethnic Studies Education and Health (ESEH) Research Partnership

Top: Daisy Dominguez, Nancy López, Nina Wallerstein, Kasim Ortiz
Bottom: Machienvee Villanueva Lammeny, Emily Castillo, Meriah Heredia-Griego, Tom Dauphinee
Not pictured: Dr. Mia Sosa-Provencio, Dr. Shiv Desai, Mallory Resendiz, and Myrella Gonzalez, as well as APS Adminstrators and Teachers

(established 2016)

Augustine Romero, Cuauhtemoc Wall

American College of Physicians Position Statement on Recognizing Hate Crimes as a Public Health Issue

Resources For Ethnic Studies: San Francisco Unified School District

Ethnic Studies - SFUSD Humanities Department

In SFUSD, Ethnic Studies is rooted in the long-standing tradition and hard work of Bay Area educators to develop and teach a more robust historical narrative that centers on the perspectives of historically marginalized communities. The Ethnic Studies course is designed to give high school students an introduction to the experiences of ethnic communities that are rarely represented in textbooks. It is also a compelling way to examine race, ethnicity, nationality, and culture in the United States. The course equips students with a critical lens to see the world and their place in it by understanding systems and power at the root of American society and has as a goal to motivate students to actively engage in our democracy. Through the Ethnic Studies course, students are supported to discover and use their own power for the benefit of not only themselves, but also that of their community and society at large. Click the links to access the Enduring Understandings and Essential Questions for each unit.


Resources For Studies of Race in Postsecondary Education

Ethnic Studies Suggested Readings

  • Pedagogy of the Oppressed. Paulo Freire
  • The Revolt of the Cockroach People. Oscar Zeta Acosta
  • Between the World and Me. Ta-Nehisi Coates
  • The New Jim Crow: Mass Incarceration in the Age of Colorblindness. Michelle Alexander
  • Parable of the Sower. Octavia E. Butler
  • A Young People's History of the United States, Volume 1: Columbus to the Spanish-American War. Howard Zinn
  • A Young People's History of the United States, Volume 2: Class Struggle to the War on Terror. Howard Zinn
  • A Different Mirror for Young People: A History of Multicultural America. Ronald Takaki

Keys to a Successful Dialogue

Dr. Shiv Desai, Ph.D.

Assistant Professor Department of Teacher Education, Educational Leadership and Policy, Institute Advisory Board

It is important for participants enrolled in this course to understand the following: In order to explore and engage the various topics explored through this course, it is important to collectively create a safe and supportive environment, one that is amicable yet critical (of ideas that surface in the readings as well as those that surface through discussion). Instead of defending or attacking a belief system, participants should do the following:

  1. Stop and critically reflect on their points of disagreement
  2. Consider her/his own position
  3. Seek to understand the perspective of colleagues
  4. Pursue empathizing with colleagues
  5. Validate it as honest
  6. Ask questions to better understand
  7. Accept the differences in ideologies and stances
  8. While remaining open to learning from other perspectives (even if it is not this time but maybe next)


We need your help. Currently the Institute is working toward finding ways to fund interdisciplinary courses and programming on race and social justice. We are an all volunteer labor of love and we have no operating funds. Please consider donating to the Institute for the Study of “Race” and Social Justice via our the UNM Foundation Fund.

Also, please email other suggested readings, guidelines for dialogue & videos on race and pedagogy to:


  • Hooks, B. 2014. Teaching to Transgress. Routledge


  • Freire, P. 2000. Pedagogy of the Oppressed. Bloomsbury Publishing
  • Leonardo, Zeus and Ronald K. Porter. 2010. "Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in race dialogue." Race Ethnicity and Education, 13(2): 139-157


  • Sue, D. W., Rivera, D. P., Watkins, N. L., Kim, R. H., Kim, S., & Williams, C. D. 2011. Racial dialogues: challenges faculty of color face in the classroom. Cultural Diversity and Ethnic Minority Psychology, 17(3), 331
  • Sue, D. W., Rivera, D. P., Capodilupo, C. M., Lin, A. I., & Torino, G. C. 2010. Racial dialogues and White trainee fears: Implications for education and training. Cultural Diversity and Ethnic Minority Psychology, 16(2), 206
  • Sue, D.W, Torino, G. C., Capodilupo, C. M., Rivera, D. P., & Lin, A. I. 2009. How White faculty perceive and react to difficult dialogues on race: Implications for education and training. The Counseling Psychologist, 37(8), 1090-1115
  • Venner, K. L., & Verney, S. P. 2015. Motivational interviewing: Reduce student reluctance and increase engagement in learning multicultural concepts. Professional Psychology: Research and Practice, 46(2), 116


  • Jason, Kendra and Sarah Nell Epplen. 2016. “Interrogating Ourselves in a Racialized World: Using Personal Experience to Improve Students’ Understanding of Racism.” Sociology of Race and Ethnicity, 2(4): 584-590
  • Bailey, Amy Kate. Jason Leiker, Andrew Gutierrez, Eric C. Larson, and Serena Mitchell. 2015. “Memorializing Lynch Victims: Countering Colorblind Ideologies with Experiential Learning.” Sociology of Race and Ethnicity, 1 (3): 454-459
  • Strmic-Pawl, Hephzibah. 2015. “More Than a Knapsack: The White Supremacy Flower as a New Model for Teaching Racism.” Sociology of Race and Ethnicity, 1(1:192-197)
  • Valiente-Neighbours, Jimiliz. 2015. Beyond “Post-Race Paralysis”: Creating Critical Dialogue on Race in the Obama Era. Sociology of Race and Ethnicity, 1(2): 331-335


  • Weber, Lynn 1990. Fostering positive race, class, and gender dynamics in the classroom. Women's Studies Quarterly, 18(1/2), 126-134


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