{"id":13,"date":"2020-02-27T20:43:58","date_gmt":"2020-02-27T20:43:58","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020\/?page_id=13"},"modified":"2020-05-15T19:41:21","modified_gmt":"2020-05-15T23:41:21","slug":"synthesis-of-scholarly-articles","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/syntheses\/synthesis-of-scholarly-articles\/","title":{"rendered":"Synthesis of Scholarly Articles"},"content":{"rendered":"

Curriculums of Diversity\u00a0<\/strong><\/h2>\n

As minorities have a growing\u00a0<\/span>presence<\/span>\u00a0in American schools,\u00a0<\/span>curriculum<\/span>s<\/span>\u00a0<\/span>must\u00a0<\/span>center\u00a0<\/span>their<\/span>\u00a0<\/span>perspectives<\/span>\u00a0through<\/span>\u00a0ethnic studies<\/span>\u00a0courses<\/span>\u00a0and culturally relevant teaching (CR)<\/span>.<\/span>\u00a0<\/span>Unfortunately<\/span>, there are significant barriers preventing these curriculums\u00a0<\/span>from<\/span>\u00a0<\/span>being\u00a0<\/span>implemented nationwide<\/span>.<\/span>\u00a0<\/span><\/p>\n

When CR programs are available, they are incredibly effective.\u00a0<\/span>In 2017, professors\u00a0<\/span>Wiggan<\/span>\u00a0and Watson-Vandiver\u00a0<\/span>studied<\/span>\u00a0<\/span>Harriet Tubman Academy (HTA), a private middle school whose population identifie<\/span>d\u00a0<\/span>as African American<\/span>.<\/span>\u00a0Students<\/span>\u00a0were\u00a0<\/span>expected to master core subjects while considering them in the context of African American history.<\/span>\u00a0<\/span>They<\/span>\u00a0<\/span>not only outperform<\/span>ed<\/span>\u00a0other schools nationwide,\u00a0<\/span>but\u00a0<\/span>also<\/span>\u00a0reported feeling empowered\u00a0<\/span>by the lessons\u00a0<\/span>(<\/span>Watson-Vandiver\u00a0<\/span>and\u00a0<\/span>Wiggan<\/span>, 2017<\/span>).\u00a0<\/span>It would be incredibly impactful if all minority students could have\u00a0<\/span>access<\/span>\u00a0to such teaching.<\/span>\u00a0<\/span>However, HTA<\/span>\u00a0benefits from being a private\u00a0<\/span>institution<\/span>. It has\u00a0<\/span>more<\/span>\u00a0liberty over\u00a0<\/span>its\u00a0<\/span>curriculum<\/span>\u00a0and\u00a0<\/span>lacks the\u00a0<\/span>challenges<\/span>\u00a0of\u00a0<\/span>overcrowding<\/span>\u00a0and underfunding that many\u00a0<\/span>traditional\u00a0<\/span>public schools face.<\/span>\u00a0<\/span><\/p>\n

In fact, w<\/span>hen\u00a0<\/span>similar teaching\u00a0<\/span>occurred\u00a0<\/span>in\u00a0<\/span>Tuscon<\/span>\u00a0<\/span>public\u00a0<\/span>schools<\/span>, it resulted in a<\/span>\u00a0banning of Mexican American Studies<\/span>.<\/span>\u00a0<\/span>Professor Kim\u00a0<\/span>Hansley<\/span>\u00a0Owens notes that al<\/span>though the program was successful in empowering student voices, improving attendance and graduation rates<\/span>,<\/span>\u00a0as well as preparing students for college, it was ultimately shut down under<\/span>\u00a0the claim that it<\/span>\u00a0radicalized students (<\/span>Ow<\/span>e<\/span>ns<\/span>, 2018<\/span>, pp. 247-251<\/span>) This \u201cradicalness\u201d was teaching students to embrace native, Mexican, and American history simultaneously as it\u00a0<\/span>was<\/span>\u00a0viewed<\/span>\u00a0a replacement of the prominent white preceptive in curriculums.<\/span>\u00a0<\/span><\/p>\n

If ethnic studies and CR curriculums are to be implemented nationwide, there must be strategies<\/span>, such as centering the voices of these curriculum’s students,<\/span>\u00a0to overcome the external\u00a0<\/span>factors that<\/span>\u00a0work against them<\/span>,\u00a0<\/span>as was done through Hearing Student\u2019s voices in Connecticut<\/a><\/span>.\u00a0<\/span>They must not\u00a0<\/span>be seen<\/span>\u00a0as<\/span> radical, but instead as curriculums that represent America\u2019s diversity.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

References:\u00a0\u00a0<\/strong><\/p>\n

Ow<\/span>en<\/span>s, K. H. (2018). In\u00a0<\/span>Lak’ech<\/span>, The Chicano Clap, and Fear: A Partial Rhetorical Autopsy of Tucson’s Now-Illegal Ethnic Studies Classes.\u00a0<\/span>College English<\/span><\/i>, 80(3), 247-270.\u00a0<\/span>https:\/\/search-proquest-com.ezproxy.bowdoin.edu\/docview\/1987346917?pq-origsite=summon<\/span><\/a>.\u00a0<\/span>\u00a0<\/span><\/p>\n

Watson-Vandiver, M. J, &\u00a0<\/span>Wiggan<\/span>, G. (2017). Pedagogy of empowerment: student\u00a0<\/span>prespectives<\/span>\u00a0on critical multicultural education at a high preforming African American school.\u00a0<\/span>Race Ethnicity and Education<\/span><\/i>, 22(6), 767-787.\u00a0<\/span>https:\/\/www-tandfonline-com.ezproxy.bowdoin.edu\/doi\/full\/10.1080\/13613324.2017.1395328?scroll=top&needAccess=true<\/span><\/a>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Curriculums of Diversity\u00a0 As minorities have a growing\u00a0presence\u00a0in American schools,\u00a0curriculums\u00a0must\u00a0center\u00a0their\u00a0perspectives\u00a0through\u00a0ethnic studies\u00a0courses\u00a0and culturally relevant teaching (CR).\u00a0Unfortunately, there are significant barriers preventing these curriculums\u00a0from\u00a0being\u00a0implemented nationwide.\u00a0 When CR programs are available, they are incredibly effective.\u00a0In 2017, professors\u00a0Wiggan\u00a0and Watson-Vandiver\u00a0studied\u00a0Harriet Tubman Academy (HTA), a private middle school whose population identified\u00a0as African American.\u00a0Students\u00a0were\u00a0expected to master core subjects while considering them in […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":10,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-13","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/pages\/13","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/comments?post=13"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/pages\/13\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/pages\/10"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-efernand\/wp-json\/wp\/v2\/media?parent=13"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}