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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco public schools\u003c/a> will introduce new history and social studies materials in elementary and high school classrooms for the first time in more than 20 years next fall, under a curriculum overhaul set to be approved this month.\u003c/p>\n\u003cp>The city’s school board is also set to permanently shelve its pioneering ethnic studies curriculum in favor of an off-the-shelf alternative after the homegrown course was put on pause \u003ca href=\"https://www.kqed.org/news/12054363/ethnic-studies-debate-follows-students-into-san-francisco-classrooms\">following controversy\u003c/a> last summer.\u003c/p>\n\u003cp>Superintendent Maria Su said the new history and social studies materials will replace sorely outdated textbooks, in which George W. Bush is president of the United States and self-driving cars and smartphones are still far-off ideas.\u003c/p>\n\u003cp>“That day not only happened already, but it happened like five years ago,” Su said. “We’re way behind on this.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Generally, school districts update their curriculum every six to 10 years.\u003c/p>\n\u003cp>Su said the overhaul will include lesson planning materials to teach modern world history and social science, meaning teachers will no longer have to augment the curriculum to cover events in the 21st century.\u003c/p>\n\u003cp>“We can’t be a world-class school district if we’re using a curriculum that is 20 years old,” she said. “Our students deserve to have updated materials that really embrace the new way of thinking in our city, in our state, in our country.”\u003c/p>\n\u003cfigure id=\"attachment_12053747\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053747\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-20_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-20_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-20_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-20_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Maria Su speaks to students at Sanchez Elementary School on the first day of classes for the new school year in San Francisco on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The new elementary and high school curriculum from InquirEd and McGraw-Hill will go before a San Francisco Unified School District board of education vote later this month, on the district’s recommendation. SFUSD plans to continue using its middle school course materials, though they will be refurbished to reflect the current day.\u003c/p>\n\u003cp>The vote comes four years after SFUSD began a process in which central office educators reviewed available curriculum programs and an 80-person team of school site educators and community members evaluated the top selections.\u003c/p>\n\u003cp>For the last two school years, 40 elementary school classrooms and 35 high school classrooms have piloted the top options, which the district has recommended for adoption. The overhaul is expected to cost the district about $7.3 million for the next five years of physical and digital course materials.\u003c/p>\n\u003cp>At the middle school level, SFUSD said none of the programs that were evaluated surpassed the performance of the current program, TCI’s \u003cem>History Alive\u003c/em>. The district said it will continue to use \u003cem>History Alive\u003c/em> while continuing to review newly released instructional materials.[aside postID=news_12054363 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg']The social science curriculum changes follow similar program overhauls for English language arts and mathematics. In 2024, SFUSD adopted a new language arts core curriculum for pre-kindergarten through eighth grade, and in the fall, it rolled out a new math curriculum for kindergarten through eighth grade.\u003c/p>\n\u003cp>“I am proud to follow through on our promise to provide a world-class education for every student — this is about making sure that we are setting our students up for success today and into the future,” Su said in a statement announcing the curriculum.\u003c/p>\n\u003cp>The board will also vote on standardized ninth-grade ethnic studies course materials, after the district’s homegrown curriculum, developed by educators over the last 15 years, caused controversy last summer.\u003c/p>\n\u003cp>SFUSD has been lauded as a leader in ethnic studies throughout the state, first introducing the course as an elective in 2010 and making it a yearlong requirement for ninth graders in 2024.\u003c/p>\n\u003cp>Studies showed \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">improved graduation outcomes\u003c/a> for students who took the course, and the district’s success was cited by state lawmakers when they enacted a mandate for California public schools to require a semester of ethnic studies in 2021. That policy was set to take effect last year, but it hasn’t been implemented due to \u003ca href=\"https://calmatters.org/education/k-12-education/2025/09/ethnic-studies-california/#:~:text=California%20passed%20the%20ethnic%20studies,such%20as%20Hmong%20or%20Armenian.\">budget constraints\u003c/a>.\u003c/p>\n\u003cp>San Francisco’s course came under scrutiny last year following multiple reports from the national group Parents Defending Education, which has opposed lessons about racism, social justice, sexual orientation and gender identity. The group \u003ca href=\"https://defendinged.org/incidents/san-francisco-unified-school-district-has-ninth-grade-ethnic-studies-curriculum-that-teaches-gender-is-fluid-lesson-on-white-supremacy-proposes-creating-a-country-for-black-people-in-the-southern-sta/\">obtained a trove of SFUSD ethnic studies teachers’ lesson plans\u003c/a>, curriculum and miscellaneous documents through public records requests, and accused the course of being “activist-driven” and biased.\u003c/p>\n\u003cfigure id=\"attachment_12036911\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12036911\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Media coverage cited one in-class activity that asked students to role-play as Israeli soldiers putting Palestinians into refugee camps, and a slide deck that compared civil rights and other social movements to the Red Guards, an often-violent youth movement supporting Mao Zedong during China’s cultural revolution in the 1960s.\u003c/p>\n\u003cp>Ethnic studies teachers at the time told KQED they had never seen the documents or taught those lessons, but the curriculum was put aside by Su and replaced with an off-the-shelf option used in other districts across California.\u003c/p>\n\u003cp>In the fall, SFUSD piloted \u003ca href=\"https://gibbssmitheducation.com/diversity-studies/voices\">\u003cem>Voices: An Ethnic Studies Survey\u003c/em>\u003c/a>\u003cem>, \u003c/em>by Gibbs Smith Education, which it’s now recommending as the permanent curriculum. The district said the \u003cem>Voices\u003c/em> curriculum was the only one reviewed by an evaluation committee, which included 16 ethnic studies teachers and 15 other district educators, plus a handful of community members.\u003c/p>\n\u003cp>Su said it’s been well-received thus far, which is why she’s choosing to recommend it for permanent use.\u003c/p>\n\u003cp>The school board is set to vote on the curriculum changes on April 28.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco public schools\u003c/a> will introduce new history and social studies materials in elementary and high school classrooms for the first time in more than 20 years next fall, under a curriculum overhaul set to be approved this month.\u003c/p>\n\u003cp>The city’s school board is also set to permanently shelve its pioneering ethnic studies curriculum in favor of an off-the-shelf alternative after the homegrown course was put on pause \u003ca href=\"https://www.kqed.org/news/12054363/ethnic-studies-debate-follows-students-into-san-francisco-classrooms\">following controversy\u003c/a> last summer.\u003c/p>\n\u003cp>Superintendent Maria Su said the new history and social studies materials will replace sorely outdated textbooks, in which George W. Bush is president of the United States and self-driving cars and smartphones are still far-off ideas.\u003c/p>\n\u003cp>“That day not only happened already, but it happened like five years ago,” Su said. “We’re way behind on this.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Generally, school districts update their curriculum every six to 10 years.\u003c/p>\n\u003cp>Su said the overhaul will include lesson planning materials to teach modern world history and social science, meaning teachers will no longer have to augment the curriculum to cover events in the 21st century.\u003c/p>\n\u003cp>“We can’t be a world-class school district if we’re using a curriculum that is 20 years old,” she said. “Our students deserve to have updated materials that really embrace the new way of thinking in our city, in our state, in our country.”\u003c/p>\n\u003cfigure id=\"attachment_12053747\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053747\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-20_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-20_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-20_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-20_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Maria Su speaks to students at Sanchez Elementary School on the first day of classes for the new school year in San Francisco on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The new elementary and high school curriculum from InquirEd and McGraw-Hill will go before a San Francisco Unified School District board of education vote later this month, on the district’s recommendation. SFUSD plans to continue using its middle school course materials, though they will be refurbished to reflect the current day.\u003c/p>\n\u003cp>The vote comes four years after SFUSD began a process in which central office educators reviewed available curriculum programs and an 80-person team of school site educators and community members evaluated the top selections.\u003c/p>\n\u003cp>For the last two school years, 40 elementary school classrooms and 35 high school classrooms have piloted the top options, which the district has recommended for adoption. The overhaul is expected to cost the district about $7.3 million for the next five years of physical and digital course materials.\u003c/p>\n\u003cp>At the middle school level, SFUSD said none of the programs that were evaluated surpassed the performance of the current program, TCI’s \u003cem>History Alive\u003c/em>. The district said it will continue to use \u003cem>History Alive\u003c/em> while continuing to review newly released instructional materials.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The social science curriculum changes follow similar program overhauls for English language arts and mathematics. In 2024, SFUSD adopted a new language arts core curriculum for pre-kindergarten through eighth grade, and in the fall, it rolled out a new math curriculum for kindergarten through eighth grade.\u003c/p>\n\u003cp>“I am proud to follow through on our promise to provide a world-class education for every student — this is about making sure that we are setting our students up for success today and into the future,” Su said in a statement announcing the curriculum.\u003c/p>\n\u003cp>The board will also vote on standardized ninth-grade ethnic studies course materials, after the district’s homegrown curriculum, developed by educators over the last 15 years, caused controversy last summer.\u003c/p>\n\u003cp>SFUSD has been lauded as a leader in ethnic studies throughout the state, first introducing the course as an elective in 2010 and making it a yearlong requirement for ninth graders in 2024.\u003c/p>\n\u003cp>Studies showed \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">improved graduation outcomes\u003c/a> for students who took the course, and the district’s success was cited by state lawmakers when they enacted a mandate for California public schools to require a semester of ethnic studies in 2021. That policy was set to take effect last year, but it hasn’t been implemented due to \u003ca href=\"https://calmatters.org/education/k-12-education/2025/09/ethnic-studies-california/#:~:text=California%20passed%20the%20ethnic%20studies,such%20as%20Hmong%20or%20Armenian.\">budget constraints\u003c/a>.\u003c/p>\n\u003cp>San Francisco’s course came under scrutiny last year following multiple reports from the national group Parents Defending Education, which has opposed lessons about racism, social justice, sexual orientation and gender identity. The group \u003ca href=\"https://defendinged.org/incidents/san-francisco-unified-school-district-has-ninth-grade-ethnic-studies-curriculum-that-teaches-gender-is-fluid-lesson-on-white-supremacy-proposes-creating-a-country-for-black-people-in-the-southern-sta/\">obtained a trove of SFUSD ethnic studies teachers’ lesson plans\u003c/a>, curriculum and miscellaneous documents through public records requests, and accused the course of being “activist-driven” and biased.\u003c/p>\n\u003cfigure id=\"attachment_12036911\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12036911\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Media coverage cited one in-class activity that asked students to role-play as Israeli soldiers putting Palestinians into refugee camps, and a slide deck that compared civil rights and other social movements to the Red Guards, an often-violent youth movement supporting Mao Zedong during China’s cultural revolution in the 1960s.\u003c/p>\n\u003cp>Ethnic studies teachers at the time told KQED they had never seen the documents or taught those lessons, but the curriculum was put aside by Su and replaced with an off-the-shelf option used in other districts across California.\u003c/p>\n\u003cp>In the fall, SFUSD piloted \u003ca href=\"https://gibbssmitheducation.com/diversity-studies/voices\">\u003cem>Voices: An Ethnic Studies Survey\u003c/em>\u003c/a>\u003cem>, \u003c/em>by Gibbs Smith Education, which it’s now recommending as the permanent curriculum. The district said the \u003cem>Voices\u003c/em> curriculum was the only one reviewed by an evaluation committee, which included 16 ethnic studies teachers and 15 other district educators, plus a handful of community members.\u003c/p>\n\u003cp>Su said it’s been well-received thus far, which is why she’s choosing to recommend it for permanent use.\u003c/p>\n\u003cp>The school board is set to vote on the curriculum changes on April 28.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "in-east-san-jose-an-ethnic-studies-teacher-reckons-with-cesar-chavezs-legacy",
"title": "An East San José Teacher Reckons With Cesar Chavez’s Legacy",
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"content": "\u003cp>Victoria Duran grew up in East San José, and remembers celebrating her community’s ties to labor activist and United Farm Workers co-founder Cesar Chavez. His legacy looms large on the East Side, where he \u003cspan style=\"font-weight: 400\">held his first organizing meetings \u003c/span>\u003cspan style=\"font-weight: 400\">and where his former home still stands. \u003c/span>But for many people in San José, that sense of pride was shattered after a\u003cspan style=\"font-weight: 400\">\u003cem> \u003c/em>\u003ca href=\"https://www.nytimes.com/2026/03/18/us/cesar-chavez-sexual-abuse-allegations-ufw.html\">\u003cem>New York Times’\u003c/em> investigation\u003c/a> into allegations of sexual abuse by Chavez.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now Duran, who teaches ethnic studies and psychology at William C. Overfelt High School in East San José,\u003c/span>\u003cspan style=\"font-weight: 400\"> is reckoning with how to teach about Chavez in light of these sexual abuse allegations.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Links:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.nytimes.com/2026/03/25/us/cesar-chavez-san-jose-reckoning.html\">\u003cspan style=\"font-weight: 400\">Why This City’s Reckoning With Cesar Chavez Is So Complicated (\u003cem>NYTimes\u003c/em>)\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1546389935\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Some members of the KQED podcast team are represented by The Screen Actors Guild, American Federation of Television and Radio Artists, San Francisco-Northern California Local.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Episode transcript\u003c/h3>\n\u003cp>\u003cspan class=\"\" title=\"\">\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:00:00] I’m Ericka Cruz Guevarra and welcome to The Bay, local news to keep you rooted. Cesar Chavez has been a big part of California history for decades. But his legacy looms especially large in East San Jose, where the co-founder of the United Farm Workers held his first organizing meetings and where his former home still stands today. And for Victoria Duran, who grew up on San Jose’s East Side in the 90s, Chavez was celebrated as a hometown hero.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:00:40] A sense of pride, a sense of honor, a sense of recognition of someone who was for the people was what was really cultivated at an early age.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:00:52] But last month, \u003cem>The New York Times\u003c/em> published an investigation into sexual abuse allegations against Chavez, including allegations of rape by co-organizer Dolores Huerta. And for Duran, who teaches ethnic studies at William C. Overfelt High School in East San Jose now, she has to reckon with how to teach about the legacy of Cesar Chavez to the next generation of East Side kids.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:01:26] One of the in-class responses to that was, “so we were lied to this entire time?”\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:01:34] Today, how one ethnic studies teacher in East San Jose is reckoning with the legacy of Cesar Chavez.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:01:52] My name is Dr. Victoria Isabel Duran, and I am from East San Jose. I am the daughter of working-class parents who had visions and really instilled with us just a desire and love for community and I come from grandparents who’ve worked the fields and I feel deeply seated from a land and a place that holds rich history.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:02:27] So you grew up in East San Jose, you’re from there. What was that like for you growing up in east San Jose? And I’m also curious what your earliest memories of learning about Cesar Chavez were.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:02:40] I attended a school led by a Chicana principal, which I thought was really powerful in the 90s. And in that, when I think of Cesar Chavez, as we would line up for lunch, I remember the image of him, where you would see the fields and then the skulls and then figures embedded in the signs. And that would be something that I would see daily.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:02] Like a mural?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:03] It wasn’t a mural, it was an art piece of him in the cafeteria.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:06] Oh wow.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:07] And that was consistently there. What really comes to mind is a sense of pride, a sense honor, a sense recognition of someone who was for the people.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:20] And he was rooted in the same community you were.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:24] Growing up.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:24] Yeah, you had that connection.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:27] Ties to the Guadalupe Church, recognizing that his home was here and, you know, attending in middle school and high school, there were competitions for art, annual luncheons, and gatherings to be able to bring student performers in the context of his legacy and just recognizing that through heroes, through historical figures, there is a sense of mapping out what the disability looks like in our own activism. And so attending these, it was a lot of honor, a lot of seeing yourself.\u003c/p>\n\u003cfigure id=\"attachment_12079046\" class=\"wp-caption alignnone\" style=\"max-width: 1125px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173.jpg\" alt=\"\" width=\"1125\" height=\"1115\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173.jpg 1125w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173-160x159.jpg 160w\" sizes=\"auto, (max-width: 1125px) 100vw, 1125px\">\u003cfigcaption class=\"wp-caption-text\">Victoria Duran (R), meeting legendary labor organized and UFW co-founder Dolores Huerta (L), in 1995. \u003ccite>(Victoria Duran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:04:04] It’s such a, I feel like a unique way to grow up, to see yourself reflected in history, to feel that so close to home. And obviously now you teach back in East San Jose. I’m curious before the news how you were teaching the history of Cesar Chavez, especially as a teacher rooted in East San Jose and having. This upbringing and this connection to that history.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:04:35] We had a moment where we would unpack and analyze music, the chants, having an understanding of materials that were shared, news clippings, audio recordings.\u003c/p>\n\u003cp>\u003cstrong>Cesar Chavez \u003c/strong>[00:04:49] And we went to the people of this country and we said, in whichever way we could, with leaflets, going to meetings, to students, to union meetings, to church meetings, and everywhere and anywhere that they would have us. And we told the people in America, help us, we need your help. And they responded.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:05:05] And students came in with a critique, right, where students also began to expand that, oh, he didn’t fight for everybody.\u003c/p>\n\u003cp>\u003cstrong>Cesar Chavez \u003c/strong>[00:05:16] These are the illegals from Mexico. As long as we have a poor country bordering California, it’s gonna be very difficult to win strikes, so therefore the only way to win strike is by then taking our fight to the citizens.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:05:32] He had feelings about Mexicans, undocumented folks, and we, you know, through the language and terminology of ethnic studies, recognizing that as xenophobia. And recognizing that, okay, if, you, know, students amongst the class, like, who would not be represented within the movement? When students critique that you know they come in and are just kind of wary…and then others just, well, what do you mean? This is someone who’s always been revered and recognized within my community. And so then they begin to have that exchange and unpacking, which is powerful.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:06:16] I mean, it sounds like, you know, this critique was already happening in your classrooms around Cesar Chavez, but obviously on March 18th, the New York Times published this investigation that found, I mean very extensive evidence that he groomed and sexually abused girls who worked in the movement for years. And do you remember where you were when you found out this news?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:06:45] I’m thankful that one of my alumni students reached out to me. He offered me. Want to offer you some caution as you interact with the news these next days. Some information came out around Cesar Chavez. It was kind of one of those things, like I don’t know that I’m ready to even search up the information at that moment. So I allowed myself that space after school and I started to read and learn about and just feeling like a weight on your chest of — how devastating. Here we are.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:07:30] I found that out on the 18th. I had the day off on the 19th for myself. And on the 20th, I went back to school. So I was able to go into the conversations with some rest. I said, I will respond if students say they’re ready. And my first period of that day, they said, “are we gonna talk about this?” And I said of course, what questions do you have? One of the in-class responses was, “so we were lied to this entire time.” “I chanted for him. I marched for him!” “We have these things at schools for him, what do you mean? Did he do no good?” “Why are they moving so fast to remove his monuments when we’ve heard of these Epstein cases and the files and the harms done here? Why isn’t accountability being held across?” And these were honest, in real time questions.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:08:46] How do you respond to that?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:08:48] Your feelings are valid. And I don’t think you’re alone, feeling that alone right now. I had one student in particular who offered. I did not participate in elementary school on these marches. And I was shamed by my peers and by teachers and adults because my family and I had a critique of him already. We are not a monolith in how we regard a person, especially with rooted within the context of Eastside and the history.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:09:20] And what are these that you brought? Just their written responses in the days?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:09:24] Yes. After the news? This is some of their art from watching a documentary. So after the news, we went into an overview of patriarchy, sexism, and intersectionality to preface and guide into watching Dolores. When we watched Dolores, there were also segments from her childhood and to her adulthood, and then they left with a sense of… Oh, look at these interactions between Cesar Chavez and Dolores Huerta, and one in particular when he spoke about the role of women and that they are to be protected.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:10:02] Oh, gosh, wow.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:10:04] And I asked myself, should I pause it? I said, are you all ready for this? Is this something that you wanna discuss? And they said that we do.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:10:13] It’s like amazing to see some of this art and some of the things that they have on here. I mean, this drawing of a woman. I’m assuming it’s Dolores Huerta covering her mouth. I feel like what you’re describing is your students very much, and also you as a teacher, really navigating this news in real time. How does this news change? How you’re thinking about teaching the history of Cesar Chavez. I mean, he will always be someone who played a big role in history, right? And who will always have this connection to San Jose, but how are you thinking about how you now acknowledge the harm?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:10:58] I’m thinking about the feeling of driving up here and seeing Cesar Chavez, Portola Avenue, right? There’s a responsibility, right, and shaping, and I think that’s where the agency of young people, when they shape a curriculum too, because ethnic studies within San Jose is a different experience of ethnic studies within San Francisco, within any other region. There’s deep grief. Challenging work and I think part of, you know, moving from this too was what are the necessary elements of a proper apology. How do we name the harm that occurs? How do we establish consent and young people want to practice and talk about that? I can only measure how I move forward as an educator being responsive to what students craft together with me.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:12:06] I know it’s been a couple of weeks now since this news, maybe for other people outside of East San Jose, this has sort of faded, you know? It’s not something they’re thinking about. Maybe they don’t have a street near them named after Cesar Chavez. But for you, teaching ethnic studies, being rooted in this place that’s so connected to him and his legacy, is this still coming up for you on the day-to-day?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:12:33] Yes.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:12:36] And you’re still navigating it. You’re still figuring it out.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:12:39] Yes. It illuminates how patriarchy functions and how we’re all participants, as bell hooks says. I look to this as a reminder of, okay, do we have our heroes? Do we have, like, situating the stories around an individual person? Because a sustaining movement is focused on the movement. The work runs deep. This didn’t happen overnight. And the repair and healing is not gonna be overnight. And it is gonna be generational.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Victoria Duran grew up in East San José, and remembers celebrating her community’s ties to labor activist and United Farm Workers co-founder Cesar Chavez. His legacy looms large on the East Side, where he \u003cspan style=\"font-weight: 400\">held his first organizing meetings \u003c/span>\u003cspan style=\"font-weight: 400\">and where his former home still stands. \u003c/span>But for many people in San José, that sense of pride was shattered after a\u003cspan style=\"font-weight: 400\">\u003cem> \u003c/em>\u003ca href=\"https://www.nytimes.com/2026/03/18/us/cesar-chavez-sexual-abuse-allegations-ufw.html\">\u003cem>New York Times’\u003c/em> investigation\u003c/a> into allegations of sexual abuse by Chavez.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now Duran, who teaches ethnic studies and psychology at William C. Overfelt High School in East San José,\u003c/span>\u003cspan style=\"font-weight: 400\"> is reckoning with how to teach about Chavez in light of these sexual abuse allegations.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Links:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.nytimes.com/2026/03/25/us/cesar-chavez-san-jose-reckoning.html\">\u003cspan style=\"font-weight: 400\">Why This City’s Reckoning With Cesar Chavez Is So Complicated (\u003cem>NYTimes\u003c/em>)\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1546389935\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Some members of the KQED podcast team are represented by The Screen Actors Guild, American Federation of Television and Radio Artists, San Francisco-Northern California Local.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Episode transcript\u003c/h3>\n\u003cp>\u003cspan class=\"\" title=\"\">\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:00:00] I’m Ericka Cruz Guevarra and welcome to The Bay, local news to keep you rooted. Cesar Chavez has been a big part of California history for decades. But his legacy looms especially large in East San Jose, where the co-founder of the United Farm Workers held his first organizing meetings and where his former home still stands today. And for Victoria Duran, who grew up on San Jose’s East Side in the 90s, Chavez was celebrated as a hometown hero.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:00:40] A sense of pride, a sense of honor, a sense of recognition of someone who was for the people was what was really cultivated at an early age.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:00:52] But last month, \u003cem>The New York Times\u003c/em> published an investigation into sexual abuse allegations against Chavez, including allegations of rape by co-organizer Dolores Huerta. And for Duran, who teaches ethnic studies at William C. Overfelt High School in East San Jose now, she has to reckon with how to teach about the legacy of Cesar Chavez to the next generation of East Side kids.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:01:26] One of the in-class responses to that was, “so we were lied to this entire time?”\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:01:34] Today, how one ethnic studies teacher in East San Jose is reckoning with the legacy of Cesar Chavez.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:01:52] My name is Dr. Victoria Isabel Duran, and I am from East San Jose. I am the daughter of working-class parents who had visions and really instilled with us just a desire and love for community and I come from grandparents who’ve worked the fields and I feel deeply seated from a land and a place that holds rich history.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:02:27] So you grew up in East San Jose, you’re from there. What was that like for you growing up in east San Jose? And I’m also curious what your earliest memories of learning about Cesar Chavez were.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:02:40] I attended a school led by a Chicana principal, which I thought was really powerful in the 90s. And in that, when I think of Cesar Chavez, as we would line up for lunch, I remember the image of him, where you would see the fields and then the skulls and then figures embedded in the signs. And that would be something that I would see daily.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:02] Like a mural?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:03] It wasn’t a mural, it was an art piece of him in the cafeteria.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:06] Oh wow.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:07] And that was consistently there. What really comes to mind is a sense of pride, a sense honor, a sense recognition of someone who was for the people.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:20] And he was rooted in the same community you were.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:24] Growing up.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:24] Yeah, you had that connection.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:27] Ties to the Guadalupe Church, recognizing that his home was here and, you know, attending in middle school and high school, there were competitions for art, annual luncheons, and gatherings to be able to bring student performers in the context of his legacy and just recognizing that through heroes, through historical figures, there is a sense of mapping out what the disability looks like in our own activism. And so attending these, it was a lot of honor, a lot of seeing yourself.\u003c/p>\n\u003cfigure id=\"attachment_12079046\" class=\"wp-caption alignnone\" style=\"max-width: 1125px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173.jpg\" alt=\"\" width=\"1125\" height=\"1115\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173.jpg 1125w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173-160x159.jpg 160w\" sizes=\"auto, (max-width: 1125px) 100vw, 1125px\">\u003cfigcaption class=\"wp-caption-text\">Victoria Duran (R), meeting legendary labor organized and UFW co-founder Dolores Huerta (L), in 1995. \u003ccite>(Victoria Duran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:04:04] It’s such a, I feel like a unique way to grow up, to see yourself reflected in history, to feel that so close to home. And obviously now you teach back in East San Jose. I’m curious before the news how you were teaching the history of Cesar Chavez, especially as a teacher rooted in East San Jose and having. This upbringing and this connection to that history.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:04:35] We had a moment where we would unpack and analyze music, the chants, having an understanding of materials that were shared, news clippings, audio recordings.\u003c/p>\n\u003cp>\u003cstrong>Cesar Chavez \u003c/strong>[00:04:49] And we went to the people of this country and we said, in whichever way we could, with leaflets, going to meetings, to students, to union meetings, to church meetings, and everywhere and anywhere that they would have us. And we told the people in America, help us, we need your help. And they responded.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:05:05] And students came in with a critique, right, where students also began to expand that, oh, he didn’t fight for everybody.\u003c/p>\n\u003cp>\u003cstrong>Cesar Chavez \u003c/strong>[00:05:16] These are the illegals from Mexico. As long as we have a poor country bordering California, it’s gonna be very difficult to win strikes, so therefore the only way to win strike is by then taking our fight to the citizens.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:05:32] He had feelings about Mexicans, undocumented folks, and we, you know, through the language and terminology of ethnic studies, recognizing that as xenophobia. And recognizing that, okay, if, you, know, students amongst the class, like, who would not be represented within the movement? When students critique that you know they come in and are just kind of wary…and then others just, well, what do you mean? This is someone who’s always been revered and recognized within my community. And so then they begin to have that exchange and unpacking, which is powerful.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:06:16] I mean, it sounds like, you know, this critique was already happening in your classrooms around Cesar Chavez, but obviously on March 18th, the New York Times published this investigation that found, I mean very extensive evidence that he groomed and sexually abused girls who worked in the movement for years. And do you remember where you were when you found out this news?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:06:45] I’m thankful that one of my alumni students reached out to me. He offered me. Want to offer you some caution as you interact with the news these next days. Some information came out around Cesar Chavez. It was kind of one of those things, like I don’t know that I’m ready to even search up the information at that moment. So I allowed myself that space after school and I started to read and learn about and just feeling like a weight on your chest of — how devastating. Here we are.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:07:30] I found that out on the 18th. I had the day off on the 19th for myself. And on the 20th, I went back to school. So I was able to go into the conversations with some rest. I said, I will respond if students say they’re ready. And my first period of that day, they said, “are we gonna talk about this?” And I said of course, what questions do you have? One of the in-class responses was, “so we were lied to this entire time.” “I chanted for him. I marched for him!” “We have these things at schools for him, what do you mean? Did he do no good?” “Why are they moving so fast to remove his monuments when we’ve heard of these Epstein cases and the files and the harms done here? Why isn’t accountability being held across?” And these were honest, in real time questions.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:08:46] How do you respond to that?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:08:48] Your feelings are valid. And I don’t think you’re alone, feeling that alone right now. I had one student in particular who offered. I did not participate in elementary school on these marches. And I was shamed by my peers and by teachers and adults because my family and I had a critique of him already. We are not a monolith in how we regard a person, especially with rooted within the context of Eastside and the history.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:09:20] And what are these that you brought? Just their written responses in the days?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:09:24] Yes. After the news? This is some of their art from watching a documentary. So after the news, we went into an overview of patriarchy, sexism, and intersectionality to preface and guide into watching Dolores. When we watched Dolores, there were also segments from her childhood and to her adulthood, and then they left with a sense of… Oh, look at these interactions between Cesar Chavez and Dolores Huerta, and one in particular when he spoke about the role of women and that they are to be protected.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:10:02] Oh, gosh, wow.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:10:04] And I asked myself, should I pause it? I said, are you all ready for this? Is this something that you wanna discuss? And they said that we do.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:10:13] It’s like amazing to see some of this art and some of the things that they have on here. I mean, this drawing of a woman. I’m assuming it’s Dolores Huerta covering her mouth. I feel like what you’re describing is your students very much, and also you as a teacher, really navigating this news in real time. How does this news change? How you’re thinking about teaching the history of Cesar Chavez. I mean, he will always be someone who played a big role in history, right? And who will always have this connection to San Jose, but how are you thinking about how you now acknowledge the harm?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:10:58] I’m thinking about the feeling of driving up here and seeing Cesar Chavez, Portola Avenue, right? There’s a responsibility, right, and shaping, and I think that’s where the agency of young people, when they shape a curriculum too, because ethnic studies within San Jose is a different experience of ethnic studies within San Francisco, within any other region. There’s deep grief. Challenging work and I think part of, you know, moving from this too was what are the necessary elements of a proper apology. How do we name the harm that occurs? How do we establish consent and young people want to practice and talk about that? I can only measure how I move forward as an educator being responsive to what students craft together with me.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:12:06] I know it’s been a couple of weeks now since this news, maybe for other people outside of East San Jose, this has sort of faded, you know? It’s not something they’re thinking about. Maybe they don’t have a street near them named after Cesar Chavez. But for you, teaching ethnic studies, being rooted in this place that’s so connected to him and his legacy, is this still coming up for you on the day-to-day?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:12:33] Yes.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:12:36] And you’re still navigating it. You’re still figuring it out.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:12:39] Yes. It illuminates how patriarchy functions and how we’re all participants, as bell hooks says. I look to this as a reminder of, okay, do we have our heroes? Do we have, like, situating the stories around an individual person? Because a sustaining movement is focused on the movement. The work runs deep. This didn’t happen overnight. And the repair and healing is not gonna be overnight. And it is gonna be generational.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Samantha Aguirre’s ninth graders shuffled into \u003ca href=\"https://www.kqed.org/news/11830384/how-the-longest-student-strike-in-u-s-history-created-ethnic-studies\">ethnic studies\u003c/a> on the first day of school this fall, many had no idea of the drama and strife surrounding the course all summer — still looming in the background of Aguirre’s and many teachers’ minds.\u003c/p>\n\u003cp>She delivered her opening spiel, refined over a decade teaching the class in the San Francisco Unified School District, introducing herself to new students, establishing a welcoming environment and posing one of the year’s guiding questions: “What are race and ethnicities and how have they changed over time?”\u003c/p>\n\u003cp>Discussing that question has always been where Aguirre starts, she said. \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">Despite months of parent pushback\u003c/a> against ethnic studies, prompting a late-summer \u003ca href=\"https://www.kqed.org/news/12046580/sf-school-district-wont-cancel-ethnic-studies-but-pauses-its-homegrown-curriculum\">curriculum change\u003c/a> and new oversight regulations, she hasn’t had to alter much.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since school let out in the spring, SFUSD’s ethnic studies course has come under major scrutiny after a cohort of parents, backed by local political groups and a national education organization, raised alarms that the curriculum in their children’s classrooms comes from a biased, “activist-driven” perspective.\u003c/p>\n\u003cp>Petitions cropped up to pause the class, parents created a \u003ca href=\"https://www.opt-out-toolkit-sfusd-ethnic-studies.com/\">toolkit to opt kids out\u003c/a> and media scrutiny intensified. In July, the district announced it would replace its pioneering homegrown curriculum with a third-party textbook for this year.\u003c/p>\n\u003cfigure id=\"attachment_12052662\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12052662 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Despite the online chatter, fewer than 50 ninth graders chose not to take ethnic studies this fall, and the classrooms the other 3,800 freshmen entered looked much the same as in previous years.\u003c/p>\n\u003cp>When teachers began flipping through the new course materials in early August, Aguirre said she and other veterans reached an almost ironic understanding: “This textbook that’s been quote-unquote ‘vetted and approved’ is not radically different from what most of us have been teaching already,” she said.\u003c/p>\n\u003cp>The first unit of the new textbook, \u003ca href=\"https://gibbssmitheducation.com/diversity-studies/voices\">\u003cem>Voices: An Ethnic Studies Survey\u003c/em>\u003c/a> by Gibbs Smith Education, focuses on race and ethnicity, sharing many of the themes that SFUSD’s opening “Self and Stories” unit covered.\u003c/p>\n\u003cp>“[\u003cem>Voices\u003c/em>] talks a little bit about colonialism and constructs and eugenics and hierarchy and race. It defines what race is and how that varies from ethnicity, “ Aguirre said. “It talks a little bit about scientific racism and pseudoscientists of the past. These are all things that were in the SFUSD curriculum.”[aside postID=news_12046580 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1.jpg']SFUSD first piloted ethnic studies as an elective at some high schools in 2010, and expanded to all campuses in 2015. San Francisco’s Board of Education voted to make a yearlong ethnic studies course a graduation requirement beginning with students who entered ninth grade last year.\u003c/p>\n\u003cp>Since its inception, the course has been lauded as one of the district’s great successes. When announcing a new \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">state-wide ethnic studies requirement\u003c/a> in 2021, Gov. Gavin Newsom pointed to San Francisco’s class, citing \u003ca href=\"https://ed.stanford.edu/news/ninth-grade-ethnic-studies-helped-students-years-stanford-researchers-find\">Stanford University research\u003c/a> that showed it bolstered students’ attendance and graduation rates. Researchers from UC Irvine found that taking ethnic studies in ninth grade boosted the GPAs of SFUSD students throughout high school, especially among Black and Latino students.\u003c/p>\n\u003cp>But since the district’s course became a graduation requirement in 2024, it has faced intense criticism. Parents Defending Education, a national education group, published multiple reports last year accusing the class of bias and posted course documents it obtained through public records requests.\u003c/p>\n\u003cp>News articles cited one in-class activity \u003ca href=\"https://sfstandard.com/2025/05/30/sfusd-new-ethnic-studies-mandate/\">asking students to role-play as Israeli soldiers\u003c/a> putting Palestinians into refugee camps, and a slide deck comparing civil rights and other \u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-ethic-studies-school-20353723.php\">social movements to the Red Guards\u003c/a>, an often-violent youth movement supporting Mao Zedong during China’s cultural revolution in the 1960s.\u003c/p>\n\u003cp>Multiple ethnic studies teachers previously told KQED they had never seen those materials, much less used them in their classrooms. But the documents sparked a movement to pause the course, led by parents and aided by moderate political action groups like \u003ca href=\"https://www.sfblueprint.org/blog/ethnic-studies-is-yet-another-disastrous-misstep-for-our-public-school-district\">Blueprint for a Better San Francisco\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_12052663\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12052663 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Maria Su speaks to students at Sanchez Elementary School on the first day of classes for the new school year in San Francisco on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They say ethnic studies should focus less on oppression, resistance and activism, and more on the histories of different ethnic groups. The new curriculum, however, changes little, according to Nikhil Laud, who heads the department.\u003c/p>\n\u003cp>“Things are taught in a bit of a different sequence than we’re used to teaching, but we’re not planets apart or continents apart, it’s like the next town over,” he said.\u003c/p>\n\u003cp>The course’s two guiding questions — “How have race and ethnicity shaped or been shaped by history, policy and beliefs?” and “How, if at all, are race and ethnicity significant today?” — remain the same.\u003c/p>\n\u003cp>That makes sense, he said, since SFUSD’s curriculum is one of the longest-standing in the state and served as a model for the state implementing a graduation requirement.[aside postID=news_11830384 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495678.750x-672x372.png']“Our course actually influenced a lot of the values and principles of the state model curriculum,” he told KQED.\u003c/p>\n\u003cp>Sarita Lavin, another ethnic studies educator, said she feels the \u003cem>Voice\u003c/em>s book has gaps, lacking sections on the LGBTQ+ movement, disability rights and women’s history.\u003c/p>\n\u003cp>“It has no mention of trans people or queer people or their struggles, which is pretty appalling considering the student populations we serve and the fact that we are in San Francisco, which has been a historic hub for queer resistance and rights,” she said.\u003c/p>\n\u003cp>The biggest change teachers face, though, is not the new curriculum itself.\u003c/p>\n\u003cp>“A lot of us are kind of afraid of a witch hunt,” Aguirre said. “It’s very disheartening that … [teachers] feel like they have to look over their shoulder. To question ‘Is this going to be objectionable? Am I going to get doxxed online?’”\u003c/p>\n\u003cp>She worries ethnic studies classes will be under a microscope this year, especially after the district implemented a new regulation last month governing when supplemental materials that aren’t from the approved curriculum can be used.\u003c/p>\n\u003cp>In August, Superintendent Maria Su announced that any outside documents teachers use in any class must go through the district’s review process. That protocol said teachers can use their judgment to decide when something is appropriate. If they are unsure, they must get approval from the superintendent or another designated top official.\u003c/p>\n\u003cp>Aguirre said when she and teachers asked for more concrete details about the vetting and complaint process, they were told little.\u003c/p>\n\u003cp>The district referred KQED to a \u003ca href=\"https://www.sfusd.edu/departments/curriculum-instruction/administrative-regulation-616111-supplemental-instructional-materials\">page on its website\u003c/a> that said if a teacher requests a consult, the superintendent’s designee will assess the new material’s “educational value, relevance, appropriateness, and alignment with District criteria.”\u003c/p>\n\u003cp>SFUSD also said parents can request feedback forms from school principals.\u003c/p>\n\u003cp>She said she was told to continue sharing curriculum with her department head and campus administrators — which teachers already do — but it did little to ease the anxiety of new and non-tenured teachers.\u003c/p>\n\u003cp>Lavin said she fears that using unapproved supplements could lead to discipline or removal.\u003c/p>\n\u003cp>“What we’re seeing realistically is that people who are not educational professionals are having a voice over the people who are educational professionals,” Lavin said. “People who are not education professionals are determining what is allowed for your students to learn in a classroom space.\u003c/p>\n\u003cp>“This is a very dangerous precedent to set.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Samantha Aguirre’s ninth graders shuffled into \u003ca href=\"https://www.kqed.org/news/11830384/how-the-longest-student-strike-in-u-s-history-created-ethnic-studies\">ethnic studies\u003c/a> on the first day of school this fall, many had no idea of the drama and strife surrounding the course all summer — still looming in the background of Aguirre’s and many teachers’ minds.\u003c/p>\n\u003cp>She delivered her opening spiel, refined over a decade teaching the class in the San Francisco Unified School District, introducing herself to new students, establishing a welcoming environment and posing one of the year’s guiding questions: “What are race and ethnicities and how have they changed over time?”\u003c/p>\n\u003cp>Discussing that question has always been where Aguirre starts, she said. \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">Despite months of parent pushback\u003c/a> against ethnic studies, prompting a late-summer \u003ca href=\"https://www.kqed.org/news/12046580/sf-school-district-wont-cancel-ethnic-studies-but-pauses-its-homegrown-curriculum\">curriculum change\u003c/a> and new oversight regulations, she hasn’t had to alter much.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since school let out in the spring, SFUSD’s ethnic studies course has come under major scrutiny after a cohort of parents, backed by local political groups and a national education organization, raised alarms that the curriculum in their children’s classrooms comes from a biased, “activist-driven” perspective.\u003c/p>\n\u003cp>Petitions cropped up to pause the class, parents created a \u003ca href=\"https://www.opt-out-toolkit-sfusd-ethnic-studies.com/\">toolkit to opt kids out\u003c/a> and media scrutiny intensified. In July, the district announced it would replace its pioneering homegrown curriculum with a third-party textbook for this year.\u003c/p>\n\u003cfigure id=\"attachment_12052662\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12052662 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Despite the online chatter, fewer than 50 ninth graders chose not to take ethnic studies this fall, and the classrooms the other 3,800 freshmen entered looked much the same as in previous years.\u003c/p>\n\u003cp>When teachers began flipping through the new course materials in early August, Aguirre said she and other veterans reached an almost ironic understanding: “This textbook that’s been quote-unquote ‘vetted and approved’ is not radically different from what most of us have been teaching already,” she said.\u003c/p>\n\u003cp>The first unit of the new textbook, \u003ca href=\"https://gibbssmitheducation.com/diversity-studies/voices\">\u003cem>Voices: An Ethnic Studies Survey\u003c/em>\u003c/a> by Gibbs Smith Education, focuses on race and ethnicity, sharing many of the themes that SFUSD’s opening “Self and Stories” unit covered.\u003c/p>\n\u003cp>“[\u003cem>Voices\u003c/em>] talks a little bit about colonialism and constructs and eugenics and hierarchy and race. It defines what race is and how that varies from ethnicity, “ Aguirre said. “It talks a little bit about scientific racism and pseudoscientists of the past. These are all things that were in the SFUSD curriculum.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>SFUSD first piloted ethnic studies as an elective at some high schools in 2010, and expanded to all campuses in 2015. San Francisco’s Board of Education voted to make a yearlong ethnic studies course a graduation requirement beginning with students who entered ninth grade last year.\u003c/p>\n\u003cp>Since its inception, the course has been lauded as one of the district’s great successes. When announcing a new \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">state-wide ethnic studies requirement\u003c/a> in 2021, Gov. Gavin Newsom pointed to San Francisco’s class, citing \u003ca href=\"https://ed.stanford.edu/news/ninth-grade-ethnic-studies-helped-students-years-stanford-researchers-find\">Stanford University research\u003c/a> that showed it bolstered students’ attendance and graduation rates. Researchers from UC Irvine found that taking ethnic studies in ninth grade boosted the GPAs of SFUSD students throughout high school, especially among Black and Latino students.\u003c/p>\n\u003cp>But since the district’s course became a graduation requirement in 2024, it has faced intense criticism. Parents Defending Education, a national education group, published multiple reports last year accusing the class of bias and posted course documents it obtained through public records requests.\u003c/p>\n\u003cp>News articles cited one in-class activity \u003ca href=\"https://sfstandard.com/2025/05/30/sfusd-new-ethnic-studies-mandate/\">asking students to role-play as Israeli soldiers\u003c/a> putting Palestinians into refugee camps, and a slide deck comparing civil rights and other \u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-ethic-studies-school-20353723.php\">social movements to the Red Guards\u003c/a>, an often-violent youth movement supporting Mao Zedong during China’s cultural revolution in the 1960s.\u003c/p>\n\u003cp>Multiple ethnic studies teachers previously told KQED they had never seen those materials, much less used them in their classrooms. But the documents sparked a movement to pause the course, led by parents and aided by moderate political action groups like \u003ca href=\"https://www.sfblueprint.org/blog/ethnic-studies-is-yet-another-disastrous-misstep-for-our-public-school-district\">Blueprint for a Better San Francisco\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_12052663\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12052663 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Maria Su speaks to students at Sanchez Elementary School on the first day of classes for the new school year in San Francisco on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They say ethnic studies should focus less on oppression, resistance and activism, and more on the histories of different ethnic groups. The new curriculum, however, changes little, according to Nikhil Laud, who heads the department.\u003c/p>\n\u003cp>“Things are taught in a bit of a different sequence than we’re used to teaching, but we’re not planets apart or continents apart, it’s like the next town over,” he said.\u003c/p>\n\u003cp>The course’s two guiding questions — “How have race and ethnicity shaped or been shaped by history, policy and beliefs?” and “How, if at all, are race and ethnicity significant today?” — remain the same.\u003c/p>\n\u003cp>That makes sense, he said, since SFUSD’s curriculum is one of the longest-standing in the state and served as a model for the state implementing a graduation requirement.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Our course actually influenced a lot of the values and principles of the state model curriculum,” he told KQED.\u003c/p>\n\u003cp>Sarita Lavin, another ethnic studies educator, said she feels the \u003cem>Voice\u003c/em>s book has gaps, lacking sections on the LGBTQ+ movement, disability rights and women’s history.\u003c/p>\n\u003cp>“It has no mention of trans people or queer people or their struggles, which is pretty appalling considering the student populations we serve and the fact that we are in San Francisco, which has been a historic hub for queer resistance and rights,” she said.\u003c/p>\n\u003cp>The biggest change teachers face, though, is not the new curriculum itself.\u003c/p>\n\u003cp>“A lot of us are kind of afraid of a witch hunt,” Aguirre said. “It’s very disheartening that … [teachers] feel like they have to look over their shoulder. To question ‘Is this going to be objectionable? Am I going to get doxxed online?’”\u003c/p>\n\u003cp>She worries ethnic studies classes will be under a microscope this year, especially after the district implemented a new regulation last month governing when supplemental materials that aren’t from the approved curriculum can be used.\u003c/p>\n\u003cp>In August, Superintendent Maria Su announced that any outside documents teachers use in any class must go through the district’s review process. That protocol said teachers can use their judgment to decide when something is appropriate. If they are unsure, they must get approval from the superintendent or another designated top official.\u003c/p>\n\u003cp>Aguirre said when she and teachers asked for more concrete details about the vetting and complaint process, they were told little.\u003c/p>\n\u003cp>The district referred KQED to a \u003ca href=\"https://www.sfusd.edu/departments/curriculum-instruction/administrative-regulation-616111-supplemental-instructional-materials\">page on its website\u003c/a> that said if a teacher requests a consult, the superintendent’s designee will assess the new material’s “educational value, relevance, appropriateness, and alignment with District criteria.”\u003c/p>\n\u003cp>SFUSD also said parents can request feedback forms from school principals.\u003c/p>\n\u003cp>She said she was told to continue sharing curriculum with her department head and campus administrators — which teachers already do — but it did little to ease the anxiety of new and non-tenured teachers.\u003c/p>\n\u003cp>Lavin said she fears that using unapproved supplements could lead to discipline or removal.\u003c/p>\n\u003cp>“What we’re seeing realistically is that people who are not educational professionals are having a voice over the people who are educational professionals,” Lavin said. “People who are not education professionals are determining what is allowed for your students to learn in a classroom space.\u003c/p>\n\u003cp>“This is a very dangerous precedent to set.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>After \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">controversy over its ethnic studies program\u003c/a>, San Francisco’s school district announced Monday that it would continue teaching the class but put a pause on its homegrown curriculum to audit course materials.\u003c/p>\n\u003cp>Last week, ethnic studies teachers, district employees and a school board member raised alarms after they said Superintendent Maria Su met with school leaders to discuss a possible plan to pause the \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a>’s \u003ca href=\"https://www.kqed.org/news/tag/ethnic-studies\">ethnic studies\u003c/a> program entirely. For months, the course had come under fire from some parents who found it biased and “activist-driven.”\u003c/p>\n\u003cp>The district said Monday that it plans to keep ninth graders enrolled in ethnic studies this fall, but it will pilot a new interim curriculum used by other California school districts that meets state board of education guidelines as it reviews its own program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Over the next year, SFUSD will conduct an audit of the ethnic studies curriculum that teachers have developed and taught since the district was among the first in the U.S. to introduce such a course in 2010. District officials said they aim to develop a curriculum to bring to the city’s board of education for approval during that time.\u003c/p>\n\u003cp>“I remain deeply committed to the importance of Ethnic Studies in developing critical thinking, cultural understanding, and civic engagement among our students,” Su said in a statement. “As we prepare for a successful start to the school year, my goal is for SFUSD to offer Ethnic Studies with intention, quality, and shared purpose.”\u003c/p>\n\u003cfigure id=\"attachment_12046596\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046596\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A student works on a written assignment at Balboa High School in San Francisco on April 20, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The class came under fire this spring after a national education group published an “incident report” criticizing curriculum focused on “white supremacy culture,” gender ideology and support for undocumented immigrants.\u003c/p>\n\u003cp>A flurry of articles weeks later found lesson plans asking students to role-play as Israeli soldiers and Palestinian refugees, and noting the Chinese youth militants known as the Red Guards among social movements that have “pushed for change and justice.”\u003c/p>\n\u003cp>Ethnic studies teachers in the district told KQED they had never used those course materials or heard of their colleagues teaching them.\u003c/p>\n\u003cp>The course has “been in the district for a decade and has never been an issue,” said Sam Aguirre, who has taught the course since 2015.[aside postID=news_12046122 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg']After SFUSD launched its ethnic studies pilot program in 2010, it has had the course available as an elective for all high school students since the 2015–16 school year.\u003c/p>\n\u003cp>It became a graduation requirement for ninth graders last fall.\u003c/p>\n\u003cp>“We’re teaching the same units that have always been around, the same core values, the same mission statement for a decade,” Aguirre said.\u003c/p>\n\u003cp>A 2021 study from Stanford’s Graduate School of Education found that low-achieving students in the SFUSD class were more likely to attend and be engaged in school, graduate and go to college. New research from UC Irvine shows that taking the course in ninth grade boosted GPAs, especially among Black and Latino students.\u003c/p>\n\u003cp>Aguirre and other district teachers worried a pause to the class could turn into a repeal, as momentum surrounding the expansion of ethnic studies wanes more broadly.\u003c/p>\n\u003cp>California’s state budget, signed by Gov. Gavin Newsom over the weekend, excludes funding to implement a state mandate for ethnic studies in public schools, which was set to go into effect this fall.\u003c/p>\n\u003cp>Other districts in the Bay Area have also faced \u003ca href=\"https://www.sfchronicle.com/bayarea/article/palo-alto-ethnic-studies-19588959.php\">legal pushback\u003c/a> to plans to expand the course, many of which have stemmed from Israel’s war in Gaza and concerns over allegations of \u003ca href=\"https://www.kqed.org/news/12008739/sfusd-antisemitism-training-sparks-controversy-as-some-educators-opt-for-alternative\">antisemitism in schools\u003c/a>.\u003c/p>\n\u003cp>In addition to the audit, SFUSD plans to introduce a new administrative regulation on supplemental instructional materials in response to the backlash.\u003c/p>\n\u003cp>The rule will require that resources teachers plan to use in their classrooms be reviewed to ensure they are “aligned with district curriculum objectives,” directly related to the course they’re used in and age-appropriate.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">controversy over its ethnic studies program\u003c/a>, San Francisco’s school district announced Monday that it would continue teaching the class but put a pause on its homegrown curriculum to audit course materials.\u003c/p>\n\u003cp>Last week, ethnic studies teachers, district employees and a school board member raised alarms after they said Superintendent Maria Su met with school leaders to discuss a possible plan to pause the \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a>’s \u003ca href=\"https://www.kqed.org/news/tag/ethnic-studies\">ethnic studies\u003c/a> program entirely. For months, the course had come under fire from some parents who found it biased and “activist-driven.”\u003c/p>\n\u003cp>The district said Monday that it plans to keep ninth graders enrolled in ethnic studies this fall, but it will pilot a new interim curriculum used by other California school districts that meets state board of education guidelines as it reviews its own program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Over the next year, SFUSD will conduct an audit of the ethnic studies curriculum that teachers have developed and taught since the district was among the first in the U.S. to introduce such a course in 2010. District officials said they aim to develop a curriculum to bring to the city’s board of education for approval during that time.\u003c/p>\n\u003cp>“I remain deeply committed to the importance of Ethnic Studies in developing critical thinking, cultural understanding, and civic engagement among our students,” Su said in a statement. “As we prepare for a successful start to the school year, my goal is for SFUSD to offer Ethnic Studies with intention, quality, and shared purpose.”\u003c/p>\n\u003cfigure id=\"attachment_12046596\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046596\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A student works on a written assignment at Balboa High School in San Francisco on April 20, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The class came under fire this spring after a national education group published an “incident report” criticizing curriculum focused on “white supremacy culture,” gender ideology and support for undocumented immigrants.\u003c/p>\n\u003cp>A flurry of articles weeks later found lesson plans asking students to role-play as Israeli soldiers and Palestinian refugees, and noting the Chinese youth militants known as the Red Guards among social movements that have “pushed for change and justice.”\u003c/p>\n\u003cp>Ethnic studies teachers in the district told KQED they had never used those course materials or heard of their colleagues teaching them.\u003c/p>\n\u003cp>The course has “been in the district for a decade and has never been an issue,” said Sam Aguirre, who has taught the course since 2015.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>After SFUSD launched its ethnic studies pilot program in 2010, it has had the course available as an elective for all high school students since the 2015–16 school year.\u003c/p>\n\u003cp>It became a graduation requirement for ninth graders last fall.\u003c/p>\n\u003cp>“We’re teaching the same units that have always been around, the same core values, the same mission statement for a decade,” Aguirre said.\u003c/p>\n\u003cp>A 2021 study from Stanford’s Graduate School of Education found that low-achieving students in the SFUSD class were more likely to attend and be engaged in school, graduate and go to college. New research from UC Irvine shows that taking the course in ninth grade boosted GPAs, especially among Black and Latino students.\u003c/p>\n\u003cp>Aguirre and other district teachers worried a pause to the class could turn into a repeal, as momentum surrounding the expansion of ethnic studies wanes more broadly.\u003c/p>\n\u003cp>California’s state budget, signed by Gov. Gavin Newsom over the weekend, excludes funding to implement a state mandate for ethnic studies in public schools, which was set to go into effect this fall.\u003c/p>\n\u003cp>Other districts in the Bay Area have also faced \u003ca href=\"https://www.sfchronicle.com/bayarea/article/palo-alto-ethnic-studies-19588959.php\">legal pushback\u003c/a> to plans to expand the course, many of which have stemmed from Israel’s war in Gaza and concerns over allegations of \u003ca href=\"https://www.kqed.org/news/12008739/sfusd-antisemitism-training-sparks-controversy-as-some-educators-opt-for-alternative\">antisemitism in schools\u003c/a>.\u003c/p>\n\u003cp>In addition to the audit, SFUSD plans to introduce a new administrative regulation on supplemental instructional materials in response to the backlash.\u003c/p>\n\u003cp>The rule will require that resources teachers plan to use in their classrooms be reviewed to ensure they are “aligned with district curriculum objectives,” directly related to the course they’re used in and age-appropriate.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Eastwind Books in Berkeley, One of the Nation’s First Asian American Bookstores, is Closing",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Eastwind Books, one of the nation’s first Asian American bookstores, has closed its doors \u003ca href=\"https://www.berkeleyside.org/2023/03/21/eastwind-books-berkeley-harvey-beatrice-dong-university-avenue-asian-american\">after more than four decades in business.\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The store has been run by Harvey and Beatrice Dong, two activists who were part of civil rights movements in the Bay Area in the 1960s, including the fights over ethnic studies and evictions at the International Hotel in San Francisco.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now in their seventies, Harvey and Beatrice say higher rents and maintenance bills have prompted them to close up shop.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/1CizVB76IV1eAaxMuu2QAa2eNg-v3w6ja/view?usp=share_link\">\u003cem>Episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/iriskkwok\">Iris Kwok\u003c/a>, Berkeleyside reporter\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC7700027704\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Eastwind Books, one of the nation’s first Asian American bookstores, has closed its doors \u003ca href=\"https://www.berkeleyside.org/2023/03/21/eastwind-books-berkeley-harvey-beatrice-dong-university-avenue-asian-american\">after more than four decades in business.\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The store has been run by Harvey and Beatrice Dong, two activists who were part of civil rights movements in the Bay Area in the 1960s, including the fights over ethnic studies and evictions at the International Hotel in San Francisco.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now in their seventies, Harvey and Beatrice say higher rents and maintenance bills have prompted them to close up shop.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/1CizVB76IV1eAaxMuu2QAa2eNg-v3w6ja/view?usp=share_link\">\u003cem>Episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/iriskkwok\">Iris Kwok\u003c/a>, Berkeleyside reporter\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Bay Area Teacher on Growing Up 'Multiracial Japanese American' — and Why Ethnic Studies Matters",
"headTitle": "Bay Area Teacher on Growing Up ‘Multiracial Japanese American’ — and Why Ethnic Studies Matters | KQED",
"content": "\u003cp>“Woman. Daughter Adoptee. AIDS Orphan. Hapa. Japanese-American. Asian. Asian-American. Queer Musician. Writer. Martial Artist. Alive.” Those are the words a 21-year-old Joemy Ito-Gates wrote below a photograph of her taken by artist Kip Fulbeck as part of his \u003ca href=\"https://www.kqed.org/news/11894597/what-are-you-artist-kip-fulbeck-gives-mixed-race-people-a-chance-to-answer-in-their-own-words\">photography project documenting mixed-race people\u003c/a>.\u003c/p>\n\u003cp>Some 20 years later, Ito-Gates says many of those words still describe her. She’s also now a mother, an ethnic studies teacher and an advocate against cultural appropriation in fashion. And she’s changed the words she uses to describe her racial background to “multiracial Japanese American.”\u003c/p>\n\u003cfigure id=\"attachment_11945715\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945715\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-800x1005.jpg\" alt=\"A photo of a headshot of a multiracial woman with text underneath.\" width=\"800\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-800x1005.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates.jpg 955w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A portrait of Joemy Ito-Gates by artist Kip Fulbeck, who has documented hundreds of mixed-race Americans. \u003ccite>(Courtesy Kip Fulbeck)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For the series “Mixed: Stories of Mixed-Race Californians,” hosts Sasha Khokha and Marisa Lagos spoke to Ito-Gates about growing up as a multiracial adoptee, the loss of her parents to AIDS, and the ways she’s reclaiming Japanese heritage garments. Here are some excerpts from that conversation, edited for brevity and clarity.\u003c/p>\n\u003cfigure id=\"attachment_11945721\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-scaled.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945721 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-800x618.jpeg\" alt=\"A vintage black and white photo of a white man and an Asian woman sitting next to each other, both smiling happily and wearing short-sleeved shirts.\" width=\"800\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-800x618.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1020x788.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-160x124.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1536x1187.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-2048x1583.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1920x1484.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Joemy Ito-Gates’ parents, Allen and Yoko, as a young couple. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On growing up with a Japanese mother and a white father\u003c/h2>\n\u003cp>We didn’t talk about what it meant for me to be a multiracial kid, to be Asian-presenting, to have two parents who were of different races and very different cultures and backgrounds.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Joemy Ito-Gates\"]‘When we bring people who’ve been pushed to the margins to the center, that is an act of love and community care. That’s what our students, what our children, deserve.’[/pullquote]There was just a lot of silence. I did experience a tremendous amount of racism as a child. And I was quiet about it. I didn’t tell anyone about it. So it wasn’t until I was, I would say, in my teens that I really started grappling with, who am I? What does my identity mean to me?\u003c/p>\n\u003ch2>On both her parents dying from AIDS\u003c/h2>\n\u003cp>Part of my story is that my father was — I don’t know how he self-identified, but he was queer. That’s how I talk about his identity. And in the ’80s, he was having affairs outside of the marriage with my mother. And he did contract HIV, passed [it] on to my mother. And so she also had HIV. You know, of course, at that time in the ’80s, it turned into AIDS and she died when I was 8. And then my father died when I was 10. They had made arrangements for me to move in with friends of theirs, a white family [in the Bay Area]. So when I was 10 years old, I moved in with these family friends and was raised by them. And living in a white family was culture shock because I was not only navigating the grief of losing my parents, but not having my mother. And [not having] that cultural foundation in my life was pretty devastating.\u003c/p>\n\u003cfigure id=\"attachment_11945718\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945718 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-800x1067.jpg\" alt=\"A vintage black and white photo of an Asian woman wearing a kimono and her little girl, wearing a white blouse with a butterfly collar and a dark pinafore, sitting on her lap. The woman is smiling, close-lipped, and the little girl is looking down and to the left, away from the camera.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates’ mother and grandmother in Japan. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On the rise of violence against the AAPI community\u003c/h2>\n\u003cp>[aside tag=\"mixed-race\" label=\"Related Posts\"]I think like so many people in the AAPI community, I’ve been in this cycle of grief for the past few years, not only because I find the pandemic really triggering as an AIDS orphan, but also just as a multiracial Asian American woman. It’s been devastating to see my community under attack.\u003c/p>\n\u003cp>[The way] I’ve been able to bring a semblance of balance to the past two years, around this issue in particular, is to show up with my daughter to protest events, taking action in the community, to speak our truths, to be with the larger community, saying, “This is not OK. We are here. Our pain is real. Our pain matters and I’m taking action.” So that has been healing to be able to do that, especially with my own child.\u003c/p>\n\u003cfigure id=\"attachment_11945717\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-scaled.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945717\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-800x1067.jpeg\" alt=\"A woman wearing a hat, face mask, black shirt with a logo and jeans holding a sign next to a small child wearing a hat, face mask, and skirt holding a sign outside with people walking in the background.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates and her daughter at a protest for racial justice. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For me and my family, we really focus on, for example, role models like Yuri Kochiyama, who is such a bridge builder and brought communities of color together, particularly Asian and Black. And then making sure that we’re part of this movement of Japanese American folks who are showing up in solidarity with the Black community to fight against anti-Black racism and to fight for Black American reparations.\u003c/p>\n\u003ch2>On why she’s advocating for ethnic studies for all K–12 students\u003c/h2>\n\u003cp>At its heart, I believe that ethnic studies is about telling the truth, and it’s about love and it’s about being curious. It’s telling the truth about historically marginalized communities of color and bringing them to the center of the conversation in the curriculum. When we do that, everyone wins. When we bring people who’ve been pushed to the margins to the center, that is an act of love and community care. That’s what our students, what our children, deserve.\u003c/p>\n\u003cp>I believe ethnic studies is for everyone. It’s a place where we can show up and be whole people and be fully seen. And it’s about being curious about the world around us, about each other, and really questioning, why are things like this? Why doesn’t it feel good? And questioning structural racism, power dynamics, patterns in history. We are celebrating people in our communities of color who are often hidden, who are invisible-ized. And so to me, ethnic studies is also an act of joy.\u003c/p>\n\u003cfigure id=\"attachment_11945719\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945719 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-800x1138.jpg\" alt=\"A multiracial woman standing in a red, white, pink and blue kimono with a yellow garment around her midsection while holding a white bag behind a mural.\" width=\"800\" height=\"1138\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-800x1138.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-1020x1450.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-160x228.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-1080x1536.jpg 1080w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC.jpg 1441w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates poses in her kimono. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On the appropriation of Japanese textiles in fashion\u003c/h2>\n\u003cp>So often we see sacred, ceremonial, deeply meaningful garments and cultural pieces appropriated, misused and commodified and stripped of the meaning and the significance and the ties to the people of the origin culture that those items and garments are coming from. To me, that’s ultimately dehumanizing. There is this historical context to these kinds of items that I think it’s really important to understand and learn about. It’s connected to why I feel passionate about ethnic studies, about our young people learning our true histories of what has happened to people of color in this country.\u003c/p>\n\u003cfigure id=\"attachment_11945716\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945716\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-800x1005.jpg\" alt=\"A man wearing a dress shirt, dark pants and shoes sits to the left of a small child in a dress standing in the middle and woman in a red kimono seated to the right.\" width=\"800\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-800x1005.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-1020x1281.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-1223x1536.jpg 1223w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053.jpg 1631w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates and her child wearing ceremonial garments with her husband at an Obon festival in Oakland. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I do feel strongly that if you’re someone who’s multiracial and you’re on this journey to come home to yourself, it’s a wonderful and important thing to connect with heritage garments. When I wear my kimono and my yukata and my haori, I feel the generations wrapped around me. Even if it’s not a piece that’s been handed down in my family, I feel this cultural hug when I’m wearing these garments.\u003c/p>\n\u003cp>\u003ca id=\"anchor\">\u003c/a>\u003cbr>\n[hearken id=\"7528\" src=\"https://modules.wearehearken.com/kqed/embed/7528.js\"]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Writer and queer musician Joemy Ito-Gates reflects on growing up as a multiracial Japanese American, being orphaned at a young age and advocating for ethnic studies for all K–12 students.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Woman. Daughter Adoptee. AIDS Orphan. Hapa. Japanese-American. Asian. Asian-American. Queer Musician. Writer. Martial Artist. Alive.” Those are the words a 21-year-old Joemy Ito-Gates wrote below a photograph of her taken by artist Kip Fulbeck as part of his \u003ca href=\"https://www.kqed.org/news/11894597/what-are-you-artist-kip-fulbeck-gives-mixed-race-people-a-chance-to-answer-in-their-own-words\">photography project documenting mixed-race people\u003c/a>.\u003c/p>\n\u003cp>Some 20 years later, Ito-Gates says many of those words still describe her. She’s also now a mother, an ethnic studies teacher and an advocate against cultural appropriation in fashion. And she’s changed the words she uses to describe her racial background to “multiracial Japanese American.”\u003c/p>\n\u003cfigure id=\"attachment_11945715\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945715\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-800x1005.jpg\" alt=\"A photo of a headshot of a multiracial woman with text underneath.\" width=\"800\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-800x1005.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates.jpg 955w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A portrait of Joemy Ito-Gates by artist Kip Fulbeck, who has documented hundreds of mixed-race Americans. \u003ccite>(Courtesy Kip Fulbeck)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For the series “Mixed: Stories of Mixed-Race Californians,” hosts Sasha Khokha and Marisa Lagos spoke to Ito-Gates about growing up as a multiracial adoptee, the loss of her parents to AIDS, and the ways she’s reclaiming Japanese heritage garments. Here are some excerpts from that conversation, edited for brevity and clarity.\u003c/p>\n\u003cfigure id=\"attachment_11945721\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-scaled.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945721 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-800x618.jpeg\" alt=\"A vintage black and white photo of a white man and an Asian woman sitting next to each other, both smiling happily and wearing short-sleeved shirts.\" width=\"800\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-800x618.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1020x788.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-160x124.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1536x1187.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-2048x1583.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1920x1484.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Joemy Ito-Gates’ parents, Allen and Yoko, as a young couple. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On growing up with a Japanese mother and a white father\u003c/h2>\n\u003cp>We didn’t talk about what it meant for me to be a multiracial kid, to be Asian-presenting, to have two parents who were of different races and very different cultures and backgrounds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘When we bring people who’ve been pushed to the margins to the center, that is an act of love and community care. That’s what our students, what our children, deserve.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>There was just a lot of silence. I did experience a tremendous amount of racism as a child. And I was quiet about it. I didn’t tell anyone about it. So it wasn’t until I was, I would say, in my teens that I really started grappling with, who am I? What does my identity mean to me?\u003c/p>\n\u003ch2>On both her parents dying from AIDS\u003c/h2>\n\u003cp>Part of my story is that my father was — I don’t know how he self-identified, but he was queer. That’s how I talk about his identity. And in the ’80s, he was having affairs outside of the marriage with my mother. And he did contract HIV, passed [it] on to my mother. And so she also had HIV. You know, of course, at that time in the ’80s, it turned into AIDS and she died when I was 8. And then my father died when I was 10. They had made arrangements for me to move in with friends of theirs, a white family [in the Bay Area]. So when I was 10 years old, I moved in with these family friends and was raised by them. And living in a white family was culture shock because I was not only navigating the grief of losing my parents, but not having my mother. And [not having] that cultural foundation in my life was pretty devastating.\u003c/p>\n\u003cfigure id=\"attachment_11945718\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945718 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-800x1067.jpg\" alt=\"A vintage black and white photo of an Asian woman wearing a kimono and her little girl, wearing a white blouse with a butterfly collar and a dark pinafore, sitting on her lap. The woman is smiling, close-lipped, and the little girl is looking down and to the left, away from the camera.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates’ mother and grandmother in Japan. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On the rise of violence against the AAPI community\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>I think like so many people in the AAPI community, I’ve been in this cycle of grief for the past few years, not only because I find the pandemic really triggering as an AIDS orphan, but also just as a multiracial Asian American woman. It’s been devastating to see my community under attack.\u003c/p>\n\u003cp>[The way] I’ve been able to bring a semblance of balance to the past two years, around this issue in particular, is to show up with my daughter to protest events, taking action in the community, to speak our truths, to be with the larger community, saying, “This is not OK. We are here. Our pain is real. Our pain matters and I’m taking action.” So that has been healing to be able to do that, especially with my own child.\u003c/p>\n\u003cfigure id=\"attachment_11945717\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-scaled.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945717\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-800x1067.jpeg\" alt=\"A woman wearing a hat, face mask, black shirt with a logo and jeans holding a sign next to a small child wearing a hat, face mask, and skirt holding a sign outside with people walking in the background.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates and her daughter at a protest for racial justice. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For me and my family, we really focus on, for example, role models like Yuri Kochiyama, who is such a bridge builder and brought communities of color together, particularly Asian and Black. And then making sure that we’re part of this movement of Japanese American folks who are showing up in solidarity with the Black community to fight against anti-Black racism and to fight for Black American reparations.\u003c/p>\n\u003ch2>On why she’s advocating for ethnic studies for all K–12 students\u003c/h2>\n\u003cp>At its heart, I believe that ethnic studies is about telling the truth, and it’s about love and it’s about being curious. It’s telling the truth about historically marginalized communities of color and bringing them to the center of the conversation in the curriculum. When we do that, everyone wins. When we bring people who’ve been pushed to the margins to the center, that is an act of love and community care. That’s what our students, what our children, deserve.\u003c/p>\n\u003cp>I believe ethnic studies is for everyone. It’s a place where we can show up and be whole people and be fully seen. And it’s about being curious about the world around us, about each other, and really questioning, why are things like this? Why doesn’t it feel good? And questioning structural racism, power dynamics, patterns in history. We are celebrating people in our communities of color who are often hidden, who are invisible-ized. And so to me, ethnic studies is also an act of joy.\u003c/p>\n\u003cfigure id=\"attachment_11945719\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945719 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-800x1138.jpg\" alt=\"A multiracial woman standing in a red, white, pink and blue kimono with a yellow garment around her midsection while holding a white bag behind a mural.\" width=\"800\" height=\"1138\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-800x1138.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-1020x1450.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-160x228.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-1080x1536.jpg 1080w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC.jpg 1441w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates poses in her kimono. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On the appropriation of Japanese textiles in fashion\u003c/h2>\n\u003cp>So often we see sacred, ceremonial, deeply meaningful garments and cultural pieces appropriated, misused and commodified and stripped of the meaning and the significance and the ties to the people of the origin culture that those items and garments are coming from. To me, that’s ultimately dehumanizing. There is this historical context to these kinds of items that I think it’s really important to understand and learn about. It’s connected to why I feel passionate about ethnic studies, about our young people learning our true histories of what has happened to people of color in this country.\u003c/p>\n\u003cfigure id=\"attachment_11945716\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945716\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-800x1005.jpg\" alt=\"A man wearing a dress shirt, dark pants and shoes sits to the left of a small child in a dress standing in the middle and woman in a red kimono seated to the right.\" width=\"800\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-800x1005.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-1020x1281.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-1223x1536.jpg 1223w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053.jpg 1631w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates and her child wearing ceremonial garments with her husband at an Obon festival in Oakland. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I do feel strongly that if you’re someone who’s multiracial and you’re on this journey to come home to yourself, it’s a wonderful and important thing to connect with heritage garments. When I wear my kimono and my yukata and my haori, I feel the generations wrapped around me. Even if it’s not a piece that’s been handed down in my family, I feel this cultural hug when I’m wearing these garments.\u003c/p>\n\u003cp>\u003ca id=\"anchor\">\u003c/a>\u003cbr>\n\u003c/p>\u003c/div>",
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"title": "California Is About to Require Ethnic Studies in High School. Should Teachers Get Special Training to Teach It?",
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"content": "\u003cp>On a rainy Friday afternoon at Santa Monica High School, ethnic studies teacher Marisa Silvestri introduced her class to the rap song \"Kenji.\" As singer Mike Shinoda narrated his family’s experiences in the Japanese American incarceration camps of World War II, Silvestri’s class fell silent. After the last bars of music had filled the room, the class set to work analyzing the song’s lyrics, agreeing that Shinoda humanized a historical event some students previously knew little about.\u003c/p>\n\u003cp>Now in her second year of teaching ethnic studies, Silvestri said she has gone through several iterations of her curriculum — and she expects more changes to come. She has studied California’s ethnic studies model curriculum, attended workshops at local universities and sought the advice of ethnic studies teachers from other school districts.\u003c/p>\n\u003cp>But Silvestri has never received a teaching credential in ethnic studies. Whether that’s important or not is a question California officials are weighing, now that \u003ca href=\"https://calmatters.org/education/k-12-education/2021/10/ethnic-studies-requirement/\">the state has become the first in the nation to require that high school students take at least one semester of ethnic studies\u003c/a> before graduation.\u003c/p>\n\u003cp>California needs more ethnic studies teachers, quickly. Under the new law, passed in 2021, high schools must begin offering ethnic studies courses in the 2025–26 school year, and students in the class of 2030 will be the first ones subject to the graduation requirement. As many high schools expand their course offerings ahead of schedule, universities are grappling with how best to prepare the next generation of teachers.\u003c/p>\n\u003cp>Some advocates and educators have called for the creation of a specific ethnic studies credential authorizing educators to teach the relatively new and politically fraught subject in middle and high schools. They say that without such a credential, the state risks having low-quality classes that can do more harm than good. But others worry that an additional requirement may make it even harder for the schools to find teachers for the subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>State regulations allow teachers with a social science credential to teach ethnic studies, said Jonathon Howard, government relations manager for California’s Commission on Teacher Credentialing. However, when ethnic studies is combined with other subjects, such as reading or art, teachers from other subject areas are also eligible.\u003c/p>\n\u003cp>\"We have all these teachers who have great hearts, who are really social justice-minded, who really want to do ethnic studies because they’re thinking about themselves as, 'I’m a culturally responsive teacher,'\" said Theresa Montaño, professor of Chicana and Chicano studies at \u003cspan style=\"font-weight: 400\">California State University, Northridge\u003c/span>. \"But that isn’t enough to give you the knowledge you need.\"\u003c/p>\n\u003cp>Ideally, Montaño said, teachers should have an undergraduate degree in ethnic studies, plus an ethnic studies credential that would show them how to translate their expertise into classroom curriculum.[aside label=\"Related Stories\" tag=\"ethnic-studies\"]Assemblymember Wendy Carrillo agrees. In February, she \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1255\">introduced legislation requiring the Commission on Teacher Credentialing to begin creating an ethnic studies credential by 2025\u003c/a>.\u003c/p>\n\u003cp>\"The social science credential program does not cover ethnic studies sufficiently,\" Carrillo, a Democrat from Los Angeles, said by email. \"We maintain that at the present time there is no existing credential that sufficiently covers the depth and breadth of the multidisciplinary nature of Ethnic Studies.\"\u003c/p>\n\u003cp>The commission would need authorization from the Legislature to begin developing a new credential, Howard said.\u003c/p>\n\u003cp>However, some school districts say the current flexibility around teacher requirements has worked to their benefit, allowing them to expand their ethnic studies course offerings ahead of schedule.\u003c/p>\n\u003cp>Santa Rosa City Schools has been offering ethnic studies courses since 2020 and will require students in the class of 2025 to have taken a full year of the subject before graduation. Because several classes, from English to dance, incorporate ethnic studies into the course material, all teachers are eligible to teach the subject, said Tim Zalunardo, executive director of educational services. He added that this approach makes it easier for the school to recruit teachers who are excited and willing to teach ethnic studies.\u003c/p>\n\u003cp>\"It provides flexibility on both the students and on the school’s course offerings,\" Zalunardo said.\u003c/p>\n\u003ch2>A controversial subject\u003c/h2>\n\u003cp>Debates around ethnic studies are nothing new.\u003c/p>\n\u003cp>Ethnic studies began at San Francisco State University in the late 1960s as students pushed for the creation of classes dedicated to studying the histories and cultures of people of color. As the subject gained momentum — and criticism — across the nation, advocates began to push for its inclusion in K–12 schools.\u003c/p>\n\u003cp>In 2021, after two years of drafting and heated debate, \u003ca href=\"https://www.cde.ca.gov/ci/cr/cf/documents/esmcpreface.pdf\">the State Board of Education adopted an ethnic studies model curriculum (PDF)\u003c/a> that focuses primarily on the untold \"histories, cultures, struggles, and contributions\" of Black, Latino, Native American and Asian American and Pacific Islander communities. Although districts are not required to use the curriculum, it provides schools with guidance on how to implement the subject and offers sample lessons.\u003c/p>\n\u003cp>Later that year, Gov. Gavin Newsom signed the new graduation requirement into law, even as parents and \u003ca href=\"https://www.latimes.com/california/story/2021-04-28/ethnic-studies-slammed-as-anti-white-in-orange-county\">school board members denounced ethnic studies in Orange County\u003c/a> and other areas of the state. Future teachers still remain divided on the necessity of the subject.\u003c/p>\n\u003cp>Christine Soliva, a graduate student in UC Riverside’s teacher education program, said some of her peers critiqued an ethnic studies class they took in the fall, challenging the importance of incorporating an ethnic studies framework into their math or science courses. She added that while she would pursue an ethnic studies credential if it were available, she is unsure whether other teacher candidates would be equally receptive.\u003c/p>\n\u003cp>\"It really is just like, are educators willing to take that next step to be able to think outside the box and challenge themselves and their ideals to look at curriculum and content through an ethnic studies lens?\" Soliva said.[pullquote size='medium' align='left' citation=\"Christine Soliva, graduate student, UC Riverside\"]'It really is just like, are educators willing to take that next step to be able to think outside the box and challenge themselves and their ideals to look at curriculum and content through an ethnic studies lens?'[/pullquote]Former Assemblymember Jose Medina, who authored the legislation requiring ethnic studies in high schools, said he does not believe the controversy around the subject will prevent state leaders from having necessary conversations about how best to prepare teachers.\u003c/p>\n\u003cp>\"I think, despite the controversy, the state will be well-prepared to have teachers in place by the time of the requirement,\" he said.\u003c/p>\n\u003cp>But not everyone shares Medina’s optimism.\u003c/p>\n\u003cp>As hundreds of high schools begin rolling out new courses in the coming years, the state may face a shortage of ethnic studies teachers, said Lange Luntao, director of external relations at The Education Trust–West, a nonprofit that advocates for educational equity. Ethnic studies graduation requirements are already in effect at some of the state’s large school districts, including Los Angeles Unified, San Diego Unified and Fresno Unified.\u003c/p>\n\u003cp>\"I think one fear is that we’re going to open up enrollment for ethnic studies classes, and not have enough educators who have experience with this content,\" he said.\u003c/p>\n\u003ch2>Preparing future teachers\u003c/h2>\n\u003cp>In the absence of an ethnic studies credential, California’s universities have developed a range of programs preparing students to teach the subject. Some offer classes on ethnic studies teaching methods and curriculum development, while others place students in ethnic studies classrooms to gain firsthand experience.\u003c/p>\n\u003cp>At UC Riverside, \u003ca href=\"https://education.ucr.edu/tep/ethnic-studies\">students earning their teaching credential can pursue an ethnic studies pathway\u003c/a> made up of elective courses dedicated to ethnic studies teaching methods and curricula.\u003c/p>\n\u003cp>Karl Molina, a UC Riverside master’s student earning his social sciences credential through the program, works as a student teacher of high school economics, sociology and government in the Riverside Unified School District. Earlier in the school year, Molina introduced a sociology lesson named after rapper Tupac Shakur’s poem \"The Rose That Grew from Concrete.\" He instructed his students to analyze Shakur’s poem and reflect on how the concepts of social and familial capital applied to their own lives. In discussions, students decided that capital was more than monetary wealth — it included the languages, cultures and aspirations that shaped their lives, Molina said.\u003c/p>\n\u003cp>\"They were really, really into it,\" Molina said. \"I was really excited to get going and move forward.\"\u003c/p>\n\u003cfigure id=\"attachment_11945394\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123.png\" alt=\"A young Asian man wearing glasses, with thick black hair that comes to the tops of both ears, wears a dark jacket and white polo shirt as he looks at the camera with a steady gaze. \" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Karl Molina, 25, who teaches sociology with an emphasis on ethnic studies, stands near the classroom where he teaches at Ramona High School in Riverside on March 28, 2023. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But as a student teacher, Molina has limited control over the course curriculum and had to cut his lesson short. If he were teaching in an ethnic studies classroom as part of a formal ethnic studies credentialing program, he said, he might have had more freedom to pursue it.\u003c/p>\n\u003cp>\"We’re not indoctrinating these students,\" Molina said. \"We’re just telling them, 'You have so much wealth. Here’s where your wealth is, and here’s what it does for you.'\"\u003c/p>\n\u003cp>At San José State University, some students already have the opportunity to see ethnic studies taught in real time through the \u003ca href=\"https://www.sjsu.edu/teachered/docs/SJSU%20Ethnic%20Studies%20Residency%20Program%20Spring%202022.pdf\">Ethnic Studies Residency Program (PDF)\u003c/a>, which places students into an ethnic studies classroom for a full academic year.\u003c/p>\n\u003cp>In his residency at Evergreen Valley High School, Eduardo Zamora instructs his students to partner up, facing one another in concentric circles. He first asks students to answer a silly icebreaker — for example, \"Would you rather be in the history books or gossip magazines?\" — before moving onto questions about recent lessons. In one instance, he asked students to share one-minute reflections on the documentary \u003cem>Immigration Nation\u003c/em> and how it relates to their discussion on Central American migration and racism in the United States. The circles rotate so students talk to a new partner each time.\u003c/p>\n\u003cp>\"They’re moving, they’re talking and it’s educational,\" said Zamora, a student in SJSU’s teacher education program who is pursuing a social sciences credential.\u003c/p>\n\u003cp>He said he hopes to bring the same activity into his own ethnic studies classroom one day, adding that his residency has shown him the importance of building community and trust among his students.\u003c/p>\n\u003cp>Yet, while Zamora believes his residency program is preparing him well, he said an ethnic studies credential may be necessary for a widespread rollout of ethnic studies courses. Currently, SJSU’s residency program takes only three to four students a year.\u003c/p>\n\u003cp>\"One of the students came up to us saying that our class was very diverse, bringing in perspectives of people of color. And then she mentioned that her history teacher … said it’s easier to teach history just through ‘the normal way,’ I guess the Eurocentric way,\" Zamora said. \"So I think a specific ethnic studies credential is probably needed.\"\u003c/p>\n\u003ch2>Training the current workforce\u003c/h2>\n\u003cp>As universities shape the next generation of ethnic studies teachers, districts are left with the challenge of preparing their current workforce to teach the subject.\u003c/p>\n\u003cp>In Elk Grove Unified School District, high schools have offered ethnic studies courses since 2020. But Robyn Rodriguez, a parent in the district and former Asian American studies professor at UC Davis, said she’s concerned that Sacramento-area schools may be placing social studies teachers in ethnic studies classrooms without adequate preparation for the subject.\u003c/p>\n\u003cp>\"You either see very watered-down versions of ethnic studies, or ethnic studies being very nominally implemented,\" she said.\u003c/p>\n\u003cp>Rodriguez’s son is only in second grade, but she said she is already supplementing his language arts curriculum with other reading because the texts assigned were not from diverse authors. As for what ethnic studies might look like by the time her son reaches high school, Rodriguez said, \"I’m absolutely worried.\"\u003c/p>\n\u003cfigure id=\"attachment_11945395\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945395 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123.png\" alt=\"A white-presenting woman with long, dark curly hair and wearing a green top gestures with both hands as she stands and talks in front of students.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Marisa Silvestri talks with students during her ethnic studies class at Santa Monica High School in Los Angeles on March 28, 2023. \u003ccite>(Lauren Justice/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Silvestri, the Santa Monica High School teacher, said she is torn about the necessity of an ethnic studies credential, adding that she would not want it to prevent interested and passionate teachers from teaching the subject. However, she said, the credential could help streamline the professional development opportunities she has needed to seek out independently over the past few years.\u003c/p>\n\u003cp>The University of California’s California History-Social Science Project works to support people like Silvestri who are teaching ethnic studies for the first time. Dominique Williams, the project’s ethnic studies coordinator, offers workshops educating teachers about the history of ethnic studies instruction and shows them how they can teach historical narratives from new perspectives.\u003c/p>\n\u003cp>Williams draws on her own experience transitioning from teaching English and social studies to ethnic studies in the Sacramento City Unified School District.\u003c/p>\n\u003cp>\"In hindsight, I think that there is more training that I could have had, that I’m now trying to make sure that teachers are getting as they start their own journeys,\" Williams said.\u003c/p>\n\u003cp>As the debate surrounding ethnic studies teacher preparation continues, Jayla Johnson-Lake, a sophomore at Santa Monica High School, said a passion for teaching is just as important as any credential. Johnson-Lake said Silvestri’s ethnic studies class has surpassed her expectations, introducing her to new facts, such as the details of Japanese concentration camps and how the Black Codes worked to restrict Black people’s rights in the post-Civil War era.\u003c/p>\n\u003cp>\"I believe it’s important to have a teacher who wants to teach the class,\" Johnson-Lake said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Megan Tagami is a fellow with the \u003ca href=\"https://calmatters.org/projects/college-journalism-network/\">CalMatters College Journalism Network\u003c/a>, a collaboration between CalMatters and student journalists from across California. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\n",
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"excerpt": "California high school students will be required to pass an ethnic studies class to graduate, starting with the class of 2030. That means the state needs lots of new ethnic studies teachers. But do educators need a special credential to teach ethnic studies? Some ethnic studies advocates say allowing any social science teacher to instruct the subject will lead to watered-down and ineffective courses, while school districts argue that flexibility is important if they're going to fill the roles.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a rainy Friday afternoon at Santa Monica High School, ethnic studies teacher Marisa Silvestri introduced her class to the rap song \"Kenji.\" As singer Mike Shinoda narrated his family’s experiences in the Japanese American incarceration camps of World War II, Silvestri’s class fell silent. After the last bars of music had filled the room, the class set to work analyzing the song’s lyrics, agreeing that Shinoda humanized a historical event some students previously knew little about.\u003c/p>\n\u003cp>Now in her second year of teaching ethnic studies, Silvestri said she has gone through several iterations of her curriculum — and she expects more changes to come. She has studied California’s ethnic studies model curriculum, attended workshops at local universities and sought the advice of ethnic studies teachers from other school districts.\u003c/p>\n\u003cp>But Silvestri has never received a teaching credential in ethnic studies. Whether that’s important or not is a question California officials are weighing, now that \u003ca href=\"https://calmatters.org/education/k-12-education/2021/10/ethnic-studies-requirement/\">the state has become the first in the nation to require that high school students take at least one semester of ethnic studies\u003c/a> before graduation.\u003c/p>\n\u003cp>California needs more ethnic studies teachers, quickly. Under the new law, passed in 2021, high schools must begin offering ethnic studies courses in the 2025–26 school year, and students in the class of 2030 will be the first ones subject to the graduation requirement. As many high schools expand their course offerings ahead of schedule, universities are grappling with how best to prepare the next generation of teachers.\u003c/p>\n\u003cp>Some advocates and educators have called for the creation of a specific ethnic studies credential authorizing educators to teach the relatively new and politically fraught subject in middle and high schools. They say that without such a credential, the state risks having low-quality classes that can do more harm than good. But others worry that an additional requirement may make it even harder for the schools to find teachers for the subject.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>State regulations allow teachers with a social science credential to teach ethnic studies, said Jonathon Howard, government relations manager for California’s Commission on Teacher Credentialing. However, when ethnic studies is combined with other subjects, such as reading or art, teachers from other subject areas are also eligible.\u003c/p>\n\u003cp>\"We have all these teachers who have great hearts, who are really social justice-minded, who really want to do ethnic studies because they’re thinking about themselves as, 'I’m a culturally responsive teacher,'\" said Theresa Montaño, professor of Chicana and Chicano studies at \u003cspan style=\"font-weight: 400\">California State University, Northridge\u003c/span>. \"But that isn’t enough to give you the knowledge you need.\"\u003c/p>\n\u003cp>Ideally, Montaño said, teachers should have an undergraduate degree in ethnic studies, plus an ethnic studies credential that would show them how to translate their expertise into classroom curriculum.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Assemblymember Wendy Carrillo agrees. In February, she \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1255\">introduced legislation requiring the Commission on Teacher Credentialing to begin creating an ethnic studies credential by 2025\u003c/a>.\u003c/p>\n\u003cp>\"The social science credential program does not cover ethnic studies sufficiently,\" Carrillo, a Democrat from Los Angeles, said by email. \"We maintain that at the present time there is no existing credential that sufficiently covers the depth and breadth of the multidisciplinary nature of Ethnic Studies.\"\u003c/p>\n\u003cp>The commission would need authorization from the Legislature to begin developing a new credential, Howard said.\u003c/p>\n\u003cp>However, some school districts say the current flexibility around teacher requirements has worked to their benefit, allowing them to expand their ethnic studies course offerings ahead of schedule.\u003c/p>\n\u003cp>Santa Rosa City Schools has been offering ethnic studies courses since 2020 and will require students in the class of 2025 to have taken a full year of the subject before graduation. Because several classes, from English to dance, incorporate ethnic studies into the course material, all teachers are eligible to teach the subject, said Tim Zalunardo, executive director of educational services. He added that this approach makes it easier for the school to recruit teachers who are excited and willing to teach ethnic studies.\u003c/p>\n\u003cp>\"It provides flexibility on both the students and on the school’s course offerings,\" Zalunardo said.\u003c/p>\n\u003ch2>A controversial subject\u003c/h2>\n\u003cp>Debates around ethnic studies are nothing new.\u003c/p>\n\u003cp>Ethnic studies began at San Francisco State University in the late 1960s as students pushed for the creation of classes dedicated to studying the histories and cultures of people of color. As the subject gained momentum — and criticism — across the nation, advocates began to push for its inclusion in K–12 schools.\u003c/p>\n\u003cp>In 2021, after two years of drafting and heated debate, \u003ca href=\"https://www.cde.ca.gov/ci/cr/cf/documents/esmcpreface.pdf\">the State Board of Education adopted an ethnic studies model curriculum (PDF)\u003c/a> that focuses primarily on the untold \"histories, cultures, struggles, and contributions\" of Black, Latino, Native American and Asian American and Pacific Islander communities. Although districts are not required to use the curriculum, it provides schools with guidance on how to implement the subject and offers sample lessons.\u003c/p>\n\u003cp>Later that year, Gov. Gavin Newsom signed the new graduation requirement into law, even as parents and \u003ca href=\"https://www.latimes.com/california/story/2021-04-28/ethnic-studies-slammed-as-anti-white-in-orange-county\">school board members denounced ethnic studies in Orange County\u003c/a> and other areas of the state. Future teachers still remain divided on the necessity of the subject.\u003c/p>\n\u003cp>Christine Soliva, a graduate student in UC Riverside’s teacher education program, said some of her peers critiqued an ethnic studies class they took in the fall, challenging the importance of incorporating an ethnic studies framework into their math or science courses. She added that while she would pursue an ethnic studies credential if it were available, she is unsure whether other teacher candidates would be equally receptive.\u003c/p>\n\u003cp>\"It really is just like, are educators willing to take that next step to be able to think outside the box and challenge themselves and their ideals to look at curriculum and content through an ethnic studies lens?\" Soliva said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Former Assemblymember Jose Medina, who authored the legislation requiring ethnic studies in high schools, said he does not believe the controversy around the subject will prevent state leaders from having necessary conversations about how best to prepare teachers.\u003c/p>\n\u003cp>\"I think, despite the controversy, the state will be well-prepared to have teachers in place by the time of the requirement,\" he said.\u003c/p>\n\u003cp>But not everyone shares Medina’s optimism.\u003c/p>\n\u003cp>As hundreds of high schools begin rolling out new courses in the coming years, the state may face a shortage of ethnic studies teachers, said Lange Luntao, director of external relations at The Education Trust–West, a nonprofit that advocates for educational equity. Ethnic studies graduation requirements are already in effect at some of the state’s large school districts, including Los Angeles Unified, San Diego Unified and Fresno Unified.\u003c/p>\n\u003cp>\"I think one fear is that we’re going to open up enrollment for ethnic studies classes, and not have enough educators who have experience with this content,\" he said.\u003c/p>\n\u003ch2>Preparing future teachers\u003c/h2>\n\u003cp>In the absence of an ethnic studies credential, California’s universities have developed a range of programs preparing students to teach the subject. Some offer classes on ethnic studies teaching methods and curriculum development, while others place students in ethnic studies classrooms to gain firsthand experience.\u003c/p>\n\u003cp>At UC Riverside, \u003ca href=\"https://education.ucr.edu/tep/ethnic-studies\">students earning their teaching credential can pursue an ethnic studies pathway\u003c/a> made up of elective courses dedicated to ethnic studies teaching methods and curricula.\u003c/p>\n\u003cp>Karl Molina, a UC Riverside master’s student earning his social sciences credential through the program, works as a student teacher of high school economics, sociology and government in the Riverside Unified School District. Earlier in the school year, Molina introduced a sociology lesson named after rapper Tupac Shakur’s poem \"The Rose That Grew from Concrete.\" He instructed his students to analyze Shakur’s poem and reflect on how the concepts of social and familial capital applied to their own lives. In discussions, students decided that capital was more than monetary wealth — it included the languages, cultures and aspirations that shaped their lives, Molina said.\u003c/p>\n\u003cp>\"They were really, really into it,\" Molina said. \"I was really excited to get going and move forward.\"\u003c/p>\n\u003cfigure id=\"attachment_11945394\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123.png\" alt=\"A young Asian man wearing glasses, with thick black hair that comes to the tops of both ears, wears a dark jacket and white polo shirt as he looks at the camera with a steady gaze. \" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Karl Molina, 25, who teaches sociology with an emphasis on ethnic studies, stands near the classroom where he teaches at Ramona High School in Riverside on March 28, 2023. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But as a student teacher, Molina has limited control over the course curriculum and had to cut his lesson short. If he were teaching in an ethnic studies classroom as part of a formal ethnic studies credentialing program, he said, he might have had more freedom to pursue it.\u003c/p>\n\u003cp>\"We’re not indoctrinating these students,\" Molina said. \"We’re just telling them, 'You have so much wealth. Here’s where your wealth is, and here’s what it does for you.'\"\u003c/p>\n\u003cp>At San José State University, some students already have the opportunity to see ethnic studies taught in real time through the \u003ca href=\"https://www.sjsu.edu/teachered/docs/SJSU%20Ethnic%20Studies%20Residency%20Program%20Spring%202022.pdf\">Ethnic Studies Residency Program (PDF)\u003c/a>, which places students into an ethnic studies classroom for a full academic year.\u003c/p>\n\u003cp>In his residency at Evergreen Valley High School, Eduardo Zamora instructs his students to partner up, facing one another in concentric circles. He first asks students to answer a silly icebreaker — for example, \"Would you rather be in the history books or gossip magazines?\" — before moving onto questions about recent lessons. In one instance, he asked students to share one-minute reflections on the documentary \u003cem>Immigration Nation\u003c/em> and how it relates to their discussion on Central American migration and racism in the United States. The circles rotate so students talk to a new partner each time.\u003c/p>\n\u003cp>\"They’re moving, they’re talking and it’s educational,\" said Zamora, a student in SJSU’s teacher education program who is pursuing a social sciences credential.\u003c/p>\n\u003cp>He said he hopes to bring the same activity into his own ethnic studies classroom one day, adding that his residency has shown him the importance of building community and trust among his students.\u003c/p>\n\u003cp>Yet, while Zamora believes his residency program is preparing him well, he said an ethnic studies credential may be necessary for a widespread rollout of ethnic studies courses. Currently, SJSU’s residency program takes only three to four students a year.\u003c/p>\n\u003cp>\"One of the students came up to us saying that our class was very diverse, bringing in perspectives of people of color. And then she mentioned that her history teacher … said it’s easier to teach history just through ‘the normal way,’ I guess the Eurocentric way,\" Zamora said. \"So I think a specific ethnic studies credential is probably needed.\"\u003c/p>\n\u003ch2>Training the current workforce\u003c/h2>\n\u003cp>As universities shape the next generation of ethnic studies teachers, districts are left with the challenge of preparing their current workforce to teach the subject.\u003c/p>\n\u003cp>In Elk Grove Unified School District, high schools have offered ethnic studies courses since 2020. But Robyn Rodriguez, a parent in the district and former Asian American studies professor at UC Davis, said she’s concerned that Sacramento-area schools may be placing social studies teachers in ethnic studies classrooms without adequate preparation for the subject.\u003c/p>\n\u003cp>\"You either see very watered-down versions of ethnic studies, or ethnic studies being very nominally implemented,\" she said.\u003c/p>\n\u003cp>Rodriguez’s son is only in second grade, but she said she is already supplementing his language arts curriculum with other reading because the texts assigned were not from diverse authors. As for what ethnic studies might look like by the time her son reaches high school, Rodriguez said, \"I’m absolutely worried.\"\u003c/p>\n\u003cfigure id=\"attachment_11945395\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945395 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123.png\" alt=\"A white-presenting woman with long, dark curly hair and wearing a green top gestures with both hands as she stands and talks in front of students.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Marisa Silvestri talks with students during her ethnic studies class at Santa Monica High School in Los Angeles on March 28, 2023. \u003ccite>(Lauren Justice/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Silvestri, the Santa Monica High School teacher, said she is torn about the necessity of an ethnic studies credential, adding that she would not want it to prevent interested and passionate teachers from teaching the subject. However, she said, the credential could help streamline the professional development opportunities she has needed to seek out independently over the past few years.\u003c/p>\n\u003cp>The University of California’s California History-Social Science Project works to support people like Silvestri who are teaching ethnic studies for the first time. Dominique Williams, the project’s ethnic studies coordinator, offers workshops educating teachers about the history of ethnic studies instruction and shows them how they can teach historical narratives from new perspectives.\u003c/p>\n\u003cp>Williams draws on her own experience transitioning from teaching English and social studies to ethnic studies in the Sacramento City Unified School District.\u003c/p>\n\u003cp>\"In hindsight, I think that there is more training that I could have had, that I’m now trying to make sure that teachers are getting as they start their own journeys,\" Williams said.\u003c/p>\n\u003cp>As the debate surrounding ethnic studies teacher preparation continues, Jayla Johnson-Lake, a sophomore at Santa Monica High School, said a passion for teaching is just as important as any credential. Johnson-Lake said Silvestri’s ethnic studies class has surpassed her expectations, introducing her to new facts, such as the details of Japanese concentration camps and how the Black Codes worked to restrict Black people’s rights in the post-Civil War era.\u003c/p>\n\u003cp>\"I believe it’s important to have a teacher who wants to teach the class,\" Johnson-Lake said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Megan Tagami is a fellow with the \u003ca href=\"https://calmatters.org/projects/college-journalism-network/\">CalMatters College Journalism Network\u003c/a>, a collaboration between CalMatters and student journalists from across California. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "sf-filipino-community-mobilizes-to-preserve-unique-elementary-school-language-program",
"title": "SF Filipino Community Mobilizes to Preserve Unique Elementary School Language Program",
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"headTitle": "SF Filipino Community Mobilizes to Preserve Unique Elementary School Language Program | KQED",
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"content": "\u003cp>Nikki Santiago paused on the steps of the San Francisco Unified School District headquarters in early June, fumbling for her notes, before taking the microphone. In front of her, a small crowd of parents and young children held colorful handmade signs that read, “Save Filipino Language Program at Longfellow.”\u003c/p>\n\u003cp>“This program has really helped my child blossom into the person that she is,” Santiago told the crowd, referring to her older daughter, who had just graduated from the program.[pullquote align=\"right\" size=\"medium\" citation=\"Nikki Santiago, SFUSD parent and organizer\"]‘This program has really helped my child blossom into the person that she is. She used to be very, very reserved and now she’s not just a proud American, but she’s a proud Filipino.’[/pullquote]“She used to be very, very reserved and now she’s not just a proud American, but she’s a proud Filipino,” Santiago added. “And that is really important for an immigrant like myself — to be able to represent my Filipino-ness outside my country and be proud and stand tall in a city that eats us up in the United States.”\u003c/p>\n\u003cp>A few weeks earlier, the families here had learned the district was planning to significantly downsize the Filipino language program at Longfellow Elementary School by combining its kindergarten and first grade classes, reducing the number of spots available by roughly half.\u003c/p>\n\u003cp>Located in San Francisco’s Excelsior neighborhood, the school hosts a large Filipino student body. Its full-day language program is one of just a handful throughout the county offering an elementary school-level ethnic studies curriculum that focuses on Filipino culture and the Tagalog language.\u003c/p>\n\u003cp>Demonstrators at the rally that day were joined by a representative from their supervisor’s office, along with a school board member and the district superintendent, a show of support underscoring the political sway of their influential community.\u003c/p>\n\u003cfigure id=\"attachment_11918617\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918617\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\" alt=\"Children and adults hold signs at a demonstration to save a Filipino language program.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A group of students and community members demonstrate outside SFUSD headquarters on June 7, 2022, to protest the district’s plan to downsize the Filipino language program at Longfellow Elementary School. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Santiago, like a number of other parents at the rally, had been trying to get her youngest daughter into the program this fall, but at that point had yet to hear back from the district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A professional chef, Santiago recently moved with her children to Fremont, but says she is willing to make the commute. Because there is no equivalent program in Fremont, she was able to apply for an interdistrict transfer to SFUSD so her daughter could attend Longfellow.\u003c/p>\n\u003cp>“To be in limbo now for my younger child and not know whether or not she’ll be afforded the same opportunity?” Santiago told the crowd. “As a parent, you just fight for what’s best for your kids, for what’s right.”\u003c/p>\n\u003cp>Santiago emigrated here from the Philippines when she was 18. She says growing up as a first-generation immigrant without the validation of her culture affected her self-confidence and made it harder for her to succeed.\u003c/p>\n\u003cp>The language program, she says, offers that validation, while also helping to strengthen the bond between children and their Filipino-born parents.\u003c/p>\n\u003cfigure id=\"attachment_11918622\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918622\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher wearing a mask speaks with young students outside. \" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School teacher Jeffrey Lapitan speaks with students at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You have to be able to also show the kids that you can be proud as an American, but you can also be proud as a Filipino in the United States. Because a lot of my identity crisis came from the fact that I felt very disconnected to my homeland, growing up in the Philippines and coming to the United States,” she told KQED. “And a lot of my logic still stems from the culture, the tradition, the history that I experienced as a Filipino in the Philippines.”[aside label=\"Related Stories\" postID=\"news_10666155,news_11823900,news_11883382\"]It’s one thing for parents to emphasize this at home, says Santiago, but when your kid’s public school honors your heritage, it sends a powerful message that you, too, belong.\u003c/p>\n\u003cp>And it’s not just Filipino students who benefit from the program, says Laurie Hughes, a humanities teacher whose two grandsons attend. “What my grandson has learned in kindergarten, first, second and third grade totally makes sense for ethnic studies and high school. None of his background is Filipino. It doesn’t make any difference. They’re learning this amazing language and culture and history that is part of San Francisco in the district.”\u003c/p>\n\u003cp>Like many other school districts, San Francisco Unified is scrambling to figure out how to deal with \u003ca href=\"https://www.sfchronicle.com/bayarea/article/San-Francisco-lost-about-7-of-its-public-school-17134833.php#:~:text=Enrollment%20at%20San%20Francisco%20public,7%25%20since%20before%20the%20pandemic.\">a significant drop in student enrollment\u003c/a> — one fueled in large part by the pandemic — that ultimately translates to less state funding. The district lost roughly 3,600 students, or 7% of its student body, in the 2019-2020 and 2021-22 school years, according to \u003ca href=\"https://www.cde.ca.gov/ds/ad/enrolldowndata.asp\">state education data\u003c/a>.\u003c/p>\n\u003cp>Outgoing SFUSD Superintendent Vincent Matthews, who attended the rally, told demonstrators the district is going through “huge budget issues.”\u003c/p>\n\u003cp>“One of the pushes from the state has been that we have to align our resources to the number of students,” he said, noting that the district was condensing the Longfellow language program because only about 20 students had signed up for it for next year — roughly half its capacity.\u003c/p>\n\u003cfigure id=\"attachment_11918623\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918623\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher sits on a desk in his classroom\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School Filipino-language program teacher Jeffrey Lapitan poses for a portrait at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials note that under-enrollment is not unique to this program — there were almost 1,700 unfilled elementary school language pathway spaces in the district in 2021-22. The district says it is trying to maintain existing pathway programs by combining classes, with the option of expanding them in the future if and when more students apply.\u003c/p>\n\u003cp>But advocates of the Longfellow program argue it has been consistently at capacity for much of its 10-year existence — up until the pandemic hit — and soon will be so again. They’ve recently reached out to families to encourage more students to enroll, and hundreds of people have signed a petition urging the district to lift the new enrollment cap.\u003c/p>\n\u003cp>“Filipinos have contributed to this community for years and decades. And it’s very personal to me,” said Santiago, who is helping lead the organizing effort. “It’s really, really backwards of the district to do it, kind of like hush-hush. They didn’t even give a warning.”\u003c/p>\n\u003cp>Teachers in the program mobilized first, alerting parents. Jeffrey Lapitan, who teaches kindergarten in the program, says parents activated quickly, using the remote networks they had formed during the pandemic.\u003c/p>\n\u003cp>“They made it a real big point for them to organize themselves through email, through texting. They have their own little text thread group for organizing playdates and things like that,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11918624\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918624\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\" alt=\"A woman stands in front of an elementary school.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nikki Santiago poses for a portrait outside Longfellow Elementary School in San Francisco on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of those teachers and students volunteered to make the buttons everyone wore to the rally, Lapitan says. “So really, just using those personal connections.”\u003c/p>\n\u003cp>Parents also contacted \u003ca href=\"http://www.pepsf.org/pep-at-longfellow.html\">Pin@y Educational Partnerships\u003c/a>, part of a larger network of Filipino ethnic studies classes at local colleges and several high schools that was founded by San Francisco State students. And they notified the Filipino Community Center, created out of a Filipino workers rights’ movement in 2005, which had the line to Supervisor Ahsha Safaí, who represents the Excelsior.\u003c/p>\n\u003cp>Santiago says she was a community organizer in college but hadn’t taken to the streets in protest since having children. Now she was coming up with slogans for the signs and joining committees in planning the rally and the social media push.\u003c/p>\n\u003cp>That organizing instinct, she says, is deeply rooted in a long history of Filipino activism in San Francisco and California. It’s a history she can recite easily, from the trailblazing Filipino organizers who helped \u003ca href=\"https://www.kqed.org/news/10666155/50-years-later-the-forgotten-origins-of-the-historic-delano-grape-strike\">lead the fight for farmworkers rights\u003c/a> in the 1960s, to the movement, the next decade, to save the \u003ca href=\"https://www.foundsf.org/index.php?title=The_Battle_for_the_International_Hotel\">International Hotel\u003c/a>, a low-income apartment building in the heart of San Francisco’s Manilatown.\u003c/p>\n\u003cp>“We’re scrappers. We’re used to being in front of the fight,” she said. “So to say that this fight is over, I think that’s neglecting the history of how Filipinos are just relentless.”\u003c/p>\n\u003cp>In late June, Santiago finally learned her daughter had been accepted at Longfellow. But some other families she knows were not as fortunate.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is separating our communities,” she said. “And we are going to continue speaking up on this issue until it’s righted.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nikki Santiago paused on the steps of the San Francisco Unified School District headquarters in early June, fumbling for her notes, before taking the microphone. In front of her, a small crowd of parents and young children held colorful handmade signs that read, “Save Filipino Language Program at Longfellow.”\u003c/p>\n\u003cp>“This program has really helped my child blossom into the person that she is,” Santiago told the crowd, referring to her older daughter, who had just graduated from the program.\u003c/p>\u003c/div>",
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"content": "‘This program has really helped my child blossom into the person that she is. She used to be very, very reserved and now she’s not just a proud American, but she’s a proud Filipino.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“She used to be very, very reserved and now she’s not just a proud American, but she’s a proud Filipino,” Santiago added. “And that is really important for an immigrant like myself — to be able to represent my Filipino-ness outside my country and be proud and stand tall in a city that eats us up in the United States.”\u003c/p>\n\u003cp>A few weeks earlier, the families here had learned the district was planning to significantly downsize the Filipino language program at Longfellow Elementary School by combining its kindergarten and first grade classes, reducing the number of spots available by roughly half.\u003c/p>\n\u003cp>Located in San Francisco’s Excelsior neighborhood, the school hosts a large Filipino student body. Its full-day language program is one of just a handful throughout the county offering an elementary school-level ethnic studies curriculum that focuses on Filipino culture and the Tagalog language.\u003c/p>\n\u003cp>Demonstrators at the rally that day were joined by a representative from their supervisor’s office, along with a school board member and the district superintendent, a show of support underscoring the political sway of their influential community.\u003c/p>\n\u003cfigure id=\"attachment_11918617\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918617\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\" alt=\"Children and adults hold signs at a demonstration to save a Filipino language program.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A group of students and community members demonstrate outside SFUSD headquarters on June 7, 2022, to protest the district’s plan to downsize the Filipino language program at Longfellow Elementary School. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Santiago, like a number of other parents at the rally, had been trying to get her youngest daughter into the program this fall, but at that point had yet to hear back from the district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A professional chef, Santiago recently moved with her children to Fremont, but says she is willing to make the commute. Because there is no equivalent program in Fremont, she was able to apply for an interdistrict transfer to SFUSD so her daughter could attend Longfellow.\u003c/p>\n\u003cp>“To be in limbo now for my younger child and not know whether or not she’ll be afforded the same opportunity?” Santiago told the crowd. “As a parent, you just fight for what’s best for your kids, for what’s right.”\u003c/p>\n\u003cp>Santiago emigrated here from the Philippines when she was 18. She says growing up as a first-generation immigrant without the validation of her culture affected her self-confidence and made it harder for her to succeed.\u003c/p>\n\u003cp>The language program, she says, offers that validation, while also helping to strengthen the bond between children and their Filipino-born parents.\u003c/p>\n\u003cfigure id=\"attachment_11918622\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918622\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher wearing a mask speaks with young students outside. \" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School teacher Jeffrey Lapitan speaks with students at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You have to be able to also show the kids that you can be proud as an American, but you can also be proud as a Filipino in the United States. Because a lot of my identity crisis came from the fact that I felt very disconnected to my homeland, growing up in the Philippines and coming to the United States,” she told KQED. “And a lot of my logic still stems from the culture, the tradition, the history that I experienced as a Filipino in the Philippines.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>It’s one thing for parents to emphasize this at home, says Santiago, but when your kid’s public school honors your heritage, it sends a powerful message that you, too, belong.\u003c/p>\n\u003cp>And it’s not just Filipino students who benefit from the program, says Laurie Hughes, a humanities teacher whose two grandsons attend. “What my grandson has learned in kindergarten, first, second and third grade totally makes sense for ethnic studies and high school. None of his background is Filipino. It doesn’t make any difference. They’re learning this amazing language and culture and history that is part of San Francisco in the district.”\u003c/p>\n\u003cp>Like many other school districts, San Francisco Unified is scrambling to figure out how to deal with \u003ca href=\"https://www.sfchronicle.com/bayarea/article/San-Francisco-lost-about-7-of-its-public-school-17134833.php#:~:text=Enrollment%20at%20San%20Francisco%20public,7%25%20since%20before%20the%20pandemic.\">a significant drop in student enrollment\u003c/a> — one fueled in large part by the pandemic — that ultimately translates to less state funding. The district lost roughly 3,600 students, or 7% of its student body, in the 2019-2020 and 2021-22 school years, according to \u003ca href=\"https://www.cde.ca.gov/ds/ad/enrolldowndata.asp\">state education data\u003c/a>.\u003c/p>\n\u003cp>Outgoing SFUSD Superintendent Vincent Matthews, who attended the rally, told demonstrators the district is going through “huge budget issues.”\u003c/p>\n\u003cp>“One of the pushes from the state has been that we have to align our resources to the number of students,” he said, noting that the district was condensing the Longfellow language program because only about 20 students had signed up for it for next year — roughly half its capacity.\u003c/p>\n\u003cfigure id=\"attachment_11918623\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918623\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher sits on a desk in his classroom\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School Filipino-language program teacher Jeffrey Lapitan poses for a portrait at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials note that under-enrollment is not unique to this program — there were almost 1,700 unfilled elementary school language pathway spaces in the district in 2021-22. The district says it is trying to maintain existing pathway programs by combining classes, with the option of expanding them in the future if and when more students apply.\u003c/p>\n\u003cp>But advocates of the Longfellow program argue it has been consistently at capacity for much of its 10-year existence — up until the pandemic hit — and soon will be so again. They’ve recently reached out to families to encourage more students to enroll, and hundreds of people have signed a petition urging the district to lift the new enrollment cap.\u003c/p>\n\u003cp>“Filipinos have contributed to this community for years and decades. And it’s very personal to me,” said Santiago, who is helping lead the organizing effort. “It’s really, really backwards of the district to do it, kind of like hush-hush. They didn’t even give a warning.”\u003c/p>\n\u003cp>Teachers in the program mobilized first, alerting parents. Jeffrey Lapitan, who teaches kindergarten in the program, says parents activated quickly, using the remote networks they had formed during the pandemic.\u003c/p>\n\u003cp>“They made it a real big point for them to organize themselves through email, through texting. They have their own little text thread group for organizing playdates and things like that,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11918624\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918624\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\" alt=\"A woman stands in front of an elementary school.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nikki Santiago poses for a portrait outside Longfellow Elementary School in San Francisco on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of those teachers and students volunteered to make the buttons everyone wore to the rally, Lapitan says. “So really, just using those personal connections.”\u003c/p>\n\u003cp>Parents also contacted \u003ca href=\"http://www.pepsf.org/pep-at-longfellow.html\">Pin@y Educational Partnerships\u003c/a>, part of a larger network of Filipino ethnic studies classes at local colleges and several high schools that was founded by San Francisco State students. And they notified the Filipino Community Center, created out of a Filipino workers rights’ movement in 2005, which had the line to Supervisor Ahsha Safaí, who represents the Excelsior.\u003c/p>\n\u003cp>Santiago says she was a community organizer in college but hadn’t taken to the streets in protest since having children. Now she was coming up with slogans for the signs and joining committees in planning the rally and the social media push.\u003c/p>\n\u003cp>That organizing instinct, she says, is deeply rooted in a long history of Filipino activism in San Francisco and California. It’s a history she can recite easily, from the trailblazing Filipino organizers who helped \u003ca href=\"https://www.kqed.org/news/10666155/50-years-later-the-forgotten-origins-of-the-historic-delano-grape-strike\">lead the fight for farmworkers rights\u003c/a> in the 1960s, to the movement, the next decade, to save the \u003ca href=\"https://www.foundsf.org/index.php?title=The_Battle_for_the_International_Hotel\">International Hotel\u003c/a>, a low-income apartment building in the heart of San Francisco’s Manilatown.\u003c/p>\n\u003cp>“We’re scrappers. We’re used to being in front of the fight,” she said. “So to say that this fight is over, I think that’s neglecting the history of how Filipinos are just relentless.”\u003c/p>\n\u003cp>In late June, Santiago finally learned her daughter had been accepted at Longfellow. But some other families she knows were not as fortunate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is separating our communities,” she said. “And we are going to continue speaking up on this issue until it’s righted.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Berkeley High's Dana Moran Was Teaching Ethnic Studies Decades Before California Required It",
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"headTitle": "Berkeley High’s Dana Moran Was Teaching Ethnic Studies Decades Before California Required It | KQED",
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"content": "\u003cp>Amid raging national debates over how history is taught in schools, \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">California last month became one of the first states to eventually require all high school students to complete a semester of ethnic studies to graduate\u003c/a>.\u003c/p>\n\u003cp>The new law — \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101 \u003c/a>— mandates all public and charter high schools in the state, starting in the 2025-26 school year, to offer at least one ethnic studies class. Taking the course will be a prerequisite for graduation beginning with the class of 2030.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Abby Sanchez, Berkeley High School alum']‘We talked a lot about identity formation. And that hit super-personally and changed the way I totally perceived myself — the beauty of having both one foot in Latin culture and one foot in U.S. culture, and how that experience is so unique, but so common.’[/pullquote]But under the new law, not much will change at Berkeley High School, an early adopter of ethnic studies classes. Nearly 30 years ago, the school became one of the first in the country to require its ninth graders to take a semester-long class exploring the dynamics of race, discrimination, privilege and gender.\u003c/p>\n\u003cp>Abby Sanchez, now a sophomore at Barnard College in New York, reflected on her experience taking the ethnic studies class when she was in ninth grade at Berkeley High.\u003c/p>\n\u003cp>“This class really attacks this fundamental ideology that a ton of Americans have, that America has done no wrong and does nothing but spread this idea of freedom and whatnot, and attacking that bias,” she told KQED. “I remember in ethnic studies, we talked a lot about identity formation. And that hit super-personally and changed the way I totally perceived myself — the beauty of having both one foot in Latin culture and one foot in U.S. culture, and how that experience is so unique, but so common.”\u003c/p>\n\u003cp>In 1993, Dana Moran, a Berkeley High alum, began teaching ethnic studies at the school, and went on to develop a more comprehensive curriculum.\u003c/p>\n\u003cp>KQED reporter Alexander Gonzalez recently spoke with Moran about how ethnic studies curricula have changed over the years and the impact the new state mandate could have on millions of high school students across California.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Alexander Gonzalez: How did you get involved in this work?\u003c/strong>\u003c/p>\n\u003cp>So, I’ve been teaching for a really long time. I started my teaching career in Los Angeles, actually in LA Unified. And when I was teaching there (and also working as a “diversity trainer”), Berkeley High started its ethnic studies requirement and I got recruited by the principal at the time to come … specifically to teach the course. I’m a graduate of Berkeley High, so it was intriguing, and I came back and started teaching ethnic studies in 1993 — and I’ve been doing it ever since.\u003c/p>\n\u003cp>Another sort of funny thing about that is [Berkeley High at the time] was having some difficulties and they hired me as — you’re not going to believe this — my actual job title was “racial harmony coordinator.” I wanted to make a plaque and put it on the door — it was just so funny.\u003c/p>\n\u003cp>I was given one period a day to create racial harmony at Berkeley High, which I didn’t do. So they eliminated the position [but let me continue teaching ethnic studies].\u003c/p>\n\u003cfigure id=\"attachment_11896611\" class=\"wp-caption aligncenter\" style=\"max-width: 1068px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11896611 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png\" alt=\"A black-and-white photo of a group of high school students.\" width=\"1068\" height=\"826\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png 1068w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-800x619.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-1020x789.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-160x124.png 160w\" sizes=\"(max-width: 1068px) 100vw, 1068px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 1991 yearbook photo of Students Together Opposing Prejudice (STOP), a group of Berkeley High School students who helped establish the school’s ethnic studies requirement. \u003ccite>(Courtesy of Berkeley High School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>How has the course evolved over the many years you’ve been teaching it?\u003c/b>\u003c/p>\n\u003cp>When we first started teaching ethnic studies, it was a one-semester course and we were supposed to cover African American, Asian American, Chicano/Latino, Native American and Jewish American experiences. And that meant about three weeks per group.[aside postID='news_11870309,news_11891396,news_11865712' label='Related Posts']The longer we did it, the more unworkable it seemed, and sort of disingenuous and maybe even disrespectful. It just felt like checking boxes in a way that didn’t feel very authentic. And so now I think we try to frame our ethnic studies classes. We’re very different from some of the other ways that people talk about ethnic studies. I know, for example, in Tucson [in Arizona] and in San Francisco Unified, it’s very based in and grounded in certain groups’ experiences.\u003c/p>\n\u003cp>Ours is a lot more, I would say, like an intro ethnic studies class at the college level, where we’re introducing a lot more conceptual stuff. We just finished our culture unit and we were talking about cultural appropriation versus cultural appreciation and cultural assimilation. And then we sort of talk to kids about race as a social construct, and power and privilege and how people get that and how people are denied that. [We talk about] resistance movements, ways that people have in the past resisted systemic racism or attempted to dismantle it.\u003c/p>\n\u003cp>We use current events or historical events as case studies, but we don’t try to say, ‘Oh, we’re going to teach you everything you need to know about African Americans in this one-semester class.’\u003c/p>\n\u003cp>\u003cb>Has your class recently focused more on the issue of systemic racism, especially since the national uprisings and racial reckoning sparked by George Floyd’s murder last year?\u003c/b>\u003c/p>\n\u003cp>I sort of feel like we’ve been doing it forever at Berkeley High anyway. I’ve been teaching “The New Jim Crow” forever. We’ll talk about voter suppression, we’ll talk about mass incarceration, and because here in California there’s been so much anti-Asian and anti-Latino history, we’ll talk about that, too.\u003c/p>\n\u003cp>So they understand that racism is not just a Black and white thing, that there are all these other people who have dealt with very, very similar things. And that [with] the systems that are in place, racism isn’t just like name-calling and people being mean to each other, and if you’re just nicer to each other, then everything will be fine.\u003c/p>\n\u003cp>I think it’s easier for us to connect, certainly to current events. But I feel like it’s a framing that we’ve had for a really long time.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you’re an educational specialist in uncomfortable conversations. Would that be a fair way to put it?\u003c/strong>\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Dana Moran, Berkeley High ethnic studies teacher\"]‘What we really want to do is get them all involved in these conversations about how none of us made these systems, but all of us are inheriting these systems. … So how and why were these systems set up and what can we do about them moving forward?’[/pullquote]Yes, very much so. We try to make it so that it is safe for kids to have these conversations. We’re not trying to make all the white kids feel bad for slavery or other things that just are so unproductive and don’t get anybody anywhere. And we’re also not trying to stir up rage among other communities of color.\u003c/p>\n\u003cp>So what we really want to do is get them all involved in these conversations about how none of us made these systems, but all of us are inheriting these systems. So what is it that we think any of us can do about it? And I think that’s our goal: to get everybody realizing that none of us like it. And all of us want to do something about it. So how and why were these systems set up and what can we do about them moving forward?\u003c/p>\n\u003cp>\u003cstrong>It’s cool to hear that this is already being taught in high school as early as ninth grade. \u003c/strong>\u003c/p>\n\u003cp>[The students] are so lucky, they have no idea. We give them a framework and some language for understanding some pretty complex things. I feel like when our students go out into the world and go to college, they understand a lot more about the world, I think, than a lot of other students. And they certainly report back to us that this is true. Like, they take classes and they’re like, ‘People have never heard of white privilege or people don’t understand systemic racism.’ Their peers in college have never heard of these things, have never talked about these things, have never thought about these things and their role in all of this or their place in a multiethnic world. And Berkeley High students have been thinking and talking about that for four years already.\u003c/p>\n\u003cp>So I feel like they’re really prepared for a lot of things that are introduced to them in college. Where other students are kind of going, ‘Oh, my God, I’ve never heard of this before,’ our students are like, ‘Yeah, we talked about this in ninth grade.’\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amid raging national debates over how history is taught in schools, \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">California last month became one of the first states to eventually require all high school students to complete a semester of ethnic studies to graduate\u003c/a>.\u003c/p>\n\u003cp>The new law — \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101 \u003c/a>— mandates all public and charter high schools in the state, starting in the 2025-26 school year, to offer at least one ethnic studies class. Taking the course will be a prerequisite for graduation beginning with the class of 2030.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘We talked a lot about identity formation. And that hit super-personally and changed the way I totally perceived myself — the beauty of having both one foot in Latin culture and one foot in U.S. culture, and how that experience is so unique, but so common.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But under the new law, not much will change at Berkeley High School, an early adopter of ethnic studies classes. Nearly 30 years ago, the school became one of the first in the country to require its ninth graders to take a semester-long class exploring the dynamics of race, discrimination, privilege and gender.\u003c/p>\n\u003cp>Abby Sanchez, now a sophomore at Barnard College in New York, reflected on her experience taking the ethnic studies class when she was in ninth grade at Berkeley High.\u003c/p>\n\u003cp>“This class really attacks this fundamental ideology that a ton of Americans have, that America has done no wrong and does nothing but spread this idea of freedom and whatnot, and attacking that bias,” she told KQED. “I remember in ethnic studies, we talked a lot about identity formation. And that hit super-personally and changed the way I totally perceived myself — the beauty of having both one foot in Latin culture and one foot in U.S. culture, and how that experience is so unique, but so common.”\u003c/p>\n\u003cp>In 1993, Dana Moran, a Berkeley High alum, began teaching ethnic studies at the school, and went on to develop a more comprehensive curriculum.\u003c/p>\n\u003cp>KQED reporter Alexander Gonzalez recently spoke with Moran about how ethnic studies curricula have changed over the years and the impact the new state mandate could have on millions of high school students across California.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Alexander Gonzalez: How did you get involved in this work?\u003c/strong>\u003c/p>\n\u003cp>So, I’ve been teaching for a really long time. I started my teaching career in Los Angeles, actually in LA Unified. And when I was teaching there (and also working as a “diversity trainer”), Berkeley High started its ethnic studies requirement and I got recruited by the principal at the time to come … specifically to teach the course. I’m a graduate of Berkeley High, so it was intriguing, and I came back and started teaching ethnic studies in 1993 — and I’ve been doing it ever since.\u003c/p>\n\u003cp>Another sort of funny thing about that is [Berkeley High at the time] was having some difficulties and they hired me as — you’re not going to believe this — my actual job title was “racial harmony coordinator.” I wanted to make a plaque and put it on the door — it was just so funny.\u003c/p>\n\u003cp>I was given one period a day to create racial harmony at Berkeley High, which I didn’t do. So they eliminated the position [but let me continue teaching ethnic studies].\u003c/p>\n\u003cfigure id=\"attachment_11896611\" class=\"wp-caption aligncenter\" style=\"max-width: 1068px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11896611 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png\" alt=\"A black-and-white photo of a group of high school students.\" width=\"1068\" height=\"826\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png 1068w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-800x619.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-1020x789.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-160x124.png 160w\" sizes=\"(max-width: 1068px) 100vw, 1068px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 1991 yearbook photo of Students Together Opposing Prejudice (STOP), a group of Berkeley High School students who helped establish the school’s ethnic studies requirement. \u003ccite>(Courtesy of Berkeley High School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>How has the course evolved over the many years you’ve been teaching it?\u003c/b>\u003c/p>\n\u003cp>When we first started teaching ethnic studies, it was a one-semester course and we were supposed to cover African American, Asian American, Chicano/Latino, Native American and Jewish American experiences. And that meant about three weeks per group.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The longer we did it, the more unworkable it seemed, and sort of disingenuous and maybe even disrespectful. It just felt like checking boxes in a way that didn’t feel very authentic. And so now I think we try to frame our ethnic studies classes. We’re very different from some of the other ways that people talk about ethnic studies. I know, for example, in Tucson [in Arizona] and in San Francisco Unified, it’s very based in and grounded in certain groups’ experiences.\u003c/p>\n\u003cp>Ours is a lot more, I would say, like an intro ethnic studies class at the college level, where we’re introducing a lot more conceptual stuff. We just finished our culture unit and we were talking about cultural appropriation versus cultural appreciation and cultural assimilation. And then we sort of talk to kids about race as a social construct, and power and privilege and how people get that and how people are denied that. [We talk about] resistance movements, ways that people have in the past resisted systemic racism or attempted to dismantle it.\u003c/p>\n\u003cp>We use current events or historical events as case studies, but we don’t try to say, ‘Oh, we’re going to teach you everything you need to know about African Americans in this one-semester class.’\u003c/p>\n\u003cp>\u003cb>Has your class recently focused more on the issue of systemic racism, especially since the national uprisings and racial reckoning sparked by George Floyd’s murder last year?\u003c/b>\u003c/p>\n\u003cp>I sort of feel like we’ve been doing it forever at Berkeley High anyway. I’ve been teaching “The New Jim Crow” forever. We’ll talk about voter suppression, we’ll talk about mass incarceration, and because here in California there’s been so much anti-Asian and anti-Latino history, we’ll talk about that, too.\u003c/p>\n\u003cp>So they understand that racism is not just a Black and white thing, that there are all these other people who have dealt with very, very similar things. And that [with] the systems that are in place, racism isn’t just like name-calling and people being mean to each other, and if you’re just nicer to each other, then everything will be fine.\u003c/p>\n\u003cp>I think it’s easier for us to connect, certainly to current events. But I feel like it’s a framing that we’ve had for a really long time.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you’re an educational specialist in uncomfortable conversations. Would that be a fair way to put it?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Yes, very much so. We try to make it so that it is safe for kids to have these conversations. We’re not trying to make all the white kids feel bad for slavery or other things that just are so unproductive and don’t get anybody anywhere. And we’re also not trying to stir up rage among other communities of color.\u003c/p>\n\u003cp>So what we really want to do is get them all involved in these conversations about how none of us made these systems, but all of us are inheriting these systems. So what is it that we think any of us can do about it? And I think that’s our goal: to get everybody realizing that none of us like it. And all of us want to do something about it. So how and why were these systems set up and what can we do about them moving forward?\u003c/p>\n\u003cp>\u003cstrong>It’s cool to hear that this is already being taught in high school as early as ninth grade. \u003c/strong>\u003c/p>\n\u003cp>[The students] are so lucky, they have no idea. We give them a framework and some language for understanding some pretty complex things. I feel like when our students go out into the world and go to college, they understand a lot more about the world, I think, than a lot of other students. And they certainly report back to us that this is true. Like, they take classes and they’re like, ‘People have never heard of white privilege or people don’t understand systemic racism.’ Their peers in college have never heard of these things, have never talked about these things, have never thought about these things and their role in all of this or their place in a multiethnic world. And Berkeley High students have been thinking and talking about that for four years already.\u003c/p>\n\u003cp>So I feel like they’re really prepared for a lot of things that are introduced to them in college. Where other students are kind of going, ‘Oh, my God, I’ve never heard of this before,’ our students are like, ‘Yeah, we talked about this in ninth grade.’\u003cbr>\n\u003c/p>\u003c/div>",
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},
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},
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"id": "californiareport",
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"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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},
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"order": 10
},
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"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
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"officialWebsiteLink": "http://freakonomics.com/",
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
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