Struggles For/With/Through Ethnic Studies in Texas: Third Spaces as Anchors for Collective Action

Abstract

Background/Context: Ethnic Studies is an umbrella term for a group of academic disciplines attentive to identifying oppression, restorying history, and creating liberatory futures. These disciplines were born from social movements, with students, educators, and community members demanding educational spaces guided by people who looked like them, curriculum that told their stories, and pedagogies that could transform their communities. Around the country, elementary and secondary schools are expanding Ethnic Studies offerings at the school, district, and state levels. Ethnic Studies work is deeply local, and, as such, different approaches to expanding access to Ethnic Studies have been taken across localities and states. The power and potential of Ethnic Studies to shift social reality beyond the classroom is both a strength in the struggle for just, liberatory futures and a factor that draws the disciplining eyes of the state. Purpose/Objective/Research Question/Focus of Study: Like the discipline of Ethnic Studies, Ethnic Studies research is activist, transformative, and community embedded. In this article, we illustrate the ways that our research about the movement for Ethnic Studies in Texas is inextricable from our community-based work to expand access to Ethnic Studies, which is itself woven in and guided by the theories that ground the disciplines of Ethnic Studies. We write with the theories, thinkings, and actions of feminists of color, sharing vignettes that braid together our research and advocacy, highlighting community fostered organic third spaces, in what we call decolonial policy praxis. Research Design: We use digital and auto-ethnography methods to build our vignettes. Conclusions/Recommendations: We note the critical importance of building coalitions and of remaining committed/connected to the liberatory theories of Ethnic Studies in our research and in the collaborative development of culturally sustaining policy. This means building with community, in community, and for community in pursuit of liberatory, Ethnic Studies futures.

Origin Theories of Learning: A River With Many Sources

“…By "origin theories of learning," we mean that we see the science of learning and development as a field of inquiry taken up by thinkers across thousands of years of historical time and across wide swaths of geographic space, including Third and Fourth 1 world contexts such as global Indigenous nations, Latin America, Asia, Africa, Oceania, the Middle East, the diasporic communities that descend from these lands, and beyond. We intentionally use "Global South Side" (Nzinga, 2023a) and "Third/ Fourth" World throughout this review as an act of aligning this piece with other movements to reclaim these terms, such as epistemologies of the South (Santos, 2014), Southern theories (Connell, 2014), Third World Press (Madhubuti, 1991), solidarities with global south, third-world movements, and the idea of third spaces, which has been important in our field (Gutiérrez, 2008;Valenzuela & Epstein, 2023).…”