Resources for Racial Equity: Ethnic Studies in K-20

Antiracist and Culturally Responsive Teaching

In the News

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

ETHNIC STUDIES EDUCATION AND HEALTH (ESEH) RESEARCH PRACTICE PARTNERSHIP (RPP) ALBUQUERQUE PUBLIC SCHOOLS (APS)-UNIVERSITY OF NEW MEXICO 
(established 2016)

Augustine Romero, Cuauhtemoc Wall

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

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
  • Seeing Race Again: Countering Colorblindness across the Disciplines. Kimberlé Williams Crenshaw et al
  • Culturally Responsive Teaching in the Online Classroom. Rhodes, C. M., & Schmidt, S. W.

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)

RACE AND PEDAGOGY INTERDISCIPLINARY APPROACHES

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: race@unm.edu

Race and Social Justice Interdisciplinary Insights: May 2019

AFRICANA

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

EDUCATION

  • 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

PSYCHOLOGY

  • 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

SOCIOLOGY

  • 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
  • Rivera, L. A., & Tilcsik, A. (2019). Scaling Down Inequality: Rating Scales, Gender Bias, and the Architecture of Evaluation. American Sociological Review, 84(2), 248–274. https://doi.org/10.1177/0003122419833601
  • 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

WOMEN & GENDER STUDIES

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

WHITENESS & RACE

VIDEO RESOURCES

The UNM Race and Social Justice Academic Affairs Faculty Fellows created a group of scenarios

UNM Division for Equity & Inclusion

Climate in COVID Webinars & Town Hall: Addressing Anti-Blackness at UNM

Additional Information