Prologue
Teaching social studies entails crafting a curriculum that intentionally guides students to unpack and interpret peoples’ stories: stories that they can relate to, stories that challenge their belief systems, stories that help them make meaning of their world, and stories that inspire, transform, and empower them. My teaching philosophy is rooted in ethnic studies; the heart of the course revolves around studying how marginalized groups have actively reshaped and pursued American ideals. It deeply examines people of color’s contributions and legacies, and teaches how people, especially youth of color, can continue to politically transform their communities.
In order to engage students in a curriculum that validates their humanity and challenges them to grow as political active community members, we must confront the damaging narratives hurled at our students. Biased narratives that paint youth of color as threats and entrenched in an unending cycle of hardships must be unpacked and discussed in a classroom, a space that has traditionally ignored young people of color’s minds and souls.
There are three main objectives for this unit. The first one is to examine the historical, societal, and institutional forces that have contributed to the controlling and policing of young people of color’s lives. The second objective is for students to confront damaging tropes via youth activism. Students examine numerous counter-narratives that showcase youth of color’s complexity versus society’s more narrowed and biased portrayals. Finally, students’ third objective is to apply their learnings in a project that entails researching school-wide issues that they can feasibly address. This project allows students to consciously step into the role of student leaders and activists. They will implement school-wide proposals and programs that challenge racist and classist that characterizes youth of color as delinquents.
Many may argue that teaching uncomfortable histories and issues can dishearten and discourage students from politically engagement. I wholeheartedly disagree. Teaching students about their histories and the ways they have individually and collectively resisted racist and classist institutions is a political act. It is a conscious act that validates and nurture youth of color’s complexities in a country entrenched in racist and classist values. Teaching these issues is an act that acknowledges youth of color as intellectuals, makers, social change agents, and young human beings.
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