Combatir el racismo y el colonialismo por medio de los estudios étnicos

• Christine E. Sleeter ^[1]
  1. [1] California State University, Monterey Bay

     California State University, Monterey Bay

     Estados Unidos

     
• Localización: Revista de educación, ISSN 0034-8082, Nº 387, 2020 (Ejemplar dedicado a: Los entornos educativos y la construcción de un sentido compartido de comunidad en países democráticos : el debate epistemológico y pedagógico), págs. 39-65
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2020-387-437
• Títulos paralelos:
  • Challenging racism and colonialism through ethnic studies
• Enlaces
  • Texto completo (html)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Debido a la amnesia histórica reforzada a través de la escolarización, las personas que están marginadas por motivos de raza, etnia e inmigración a menudo han aprendido a aceptar en lugar de desafiar esa marginación. Este artículo muestra cómo los estudios étnicos en las escuelas primarias y secundarias de los EE. UU. intentan combatir la amnesia histórica que el colonialismo y el racismo perpetúan. El artículo revisa los procesos que diluyeron el significado de la educación multicultural y cómo esa comprensión diluida se refleja en los currículos dominantes. Después de analizar los estudios étnicos como un proyecto decolonial, el artículo presenta dos ejemplos de prácticas, destacando su impacto en los estudiantes y luego concluye con implicaciones.

  • English

    Because of historical amnesia reinforced through schooling, peoples who are marginalized on the basis of race, ethnicity, and immigration have often learned to accept rather than challenge that marginalization. This article shows how ethnic studies in U.S. elementary and secondary schools attempts to combat the historical amnesia schooling perpetuates regarding colonialism and racism. The article reviews processes that diluted how many people understand multicultural education, and how that diluted understanding is reflected in white-dominant curricula. After discussing ethnic studies as a decolonial project, the article presents two examples, highlighting their impact on students. The article concludes with implications.

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