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<p>As Ethnic Studies expands to serve more students across the United States, the perspectives of Ethnic Studies educators are essential, but understudied. This study elevates the experiences of K-12 Ethnic Studies teachers to understand what are the conditions of Ethnic Studies teaching that enhance or constrain their ability to deliver the content in a culturally relevant fashion in the K-12 setting. The teachers in this study describe an experience of “street-level” teaching – enacting curriculum with scant guidance from school leaders or educational policies and committed to ideals of critical pedagogy. In this context, teachers experienced both freedom and frustration. Without prescriptive guidance, teachers found the freedom to respond to events unfolding in student communities and on the news, to connect to student cultures, and to find joy in teaching. However, they also experienced frustration. They were irked by a lack of formalized support structures and endured other teachers and parents who called into question the legitimacy of their discipline. On the margins and at the intersection of freedom and frustration, the findings here suggest how educational leaders might best support their Ethnic Studies teachers in enacting culturally relevant pedagogies that benefit marginalized students.</p>

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Street-Level Educators: Freedom and Frustration among Ethnic Studies Teaching at the Margins of California Schools

  • 期刊论文

  • 发表日期：

    2025年9月1日

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  • Kimberly Young,
  • Suneal Kolluri

摘要

As Ethnic Studies expands to serve more students across the United States, the perspectives of Ethnic Studies educators are essential, but understudied. This study elevates the experiences of K-12 Ethnic Studies teachers to understand what are the conditions of Ethnic Studies teaching that enhance or constrain their ability to deliver the content in a culturally relevant fashion in the K-12 setting. The teachers in this study describe an experience of “street-level” teaching – enacting curriculum with scant guidance from school leaders or educational policies and committed to ideals of critical pedagogy. In this context, teachers experienced both freedom and frustration. Without prescriptive guidance, teachers found the freedom to respond to events unfolding in student communities and on the news, to connect to student cultures, and to find joy in teaching. However, they also experienced frustration. They were irked by a lack of formalized support structures and endured other teachers and parents who called into question the legitimacy of their discipline. On the margins and at the intersection of freedom and frustration, the findings here suggest how educational leaders might best support their Ethnic Studies teachers in enacting culturally relevant pedagogies that benefit marginalized students.