Urban Rev DOI 10.1007/s11256-014-0280-y Toward an Ethnic Studies Pedagogy: Implications for K-12 Schools from the Research Allyson Tintiangco-Cubales • Rita Kohli • Jocyl Sacramento • Nick Henning • Ruchi Agarwal-Rangnath • Christine Sleeter Ó Springer Science+Business Media New York 2014 Abstract In direct contrast to Arizona’s criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District’s Board of Education unani- mously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy: All authors contributed equally to the writing of this article. A. Tintiangco-Cubales Department of Asian American Studies, San Francisco State University, San Francisco, CA, USA R. Kohli Education, Society and Culture, Graduate School of Education, University of California, Riverside, Riverside, CA, USA J. Sacramento Graduate School of Education, University of California, Berkeley, Berkeley, CA, USA N. Henning (&) Department of Secondary Education, California State University, Fullerton, College Park CP600-18, P.O. Box 6868, Fullerton, CA 92834-6868, USA e-mail:
[email protected] R. Agarwal-Rangnath Department of Elementary Education, San Francisco State University, San Francisco, CA, USA C.