Lecture by Ron Espiritu on Ethnic Studies

Introduction

• Speaker: Ron Espiritu, educator
• Experience: 9 years teaching ethnic studies (Chicano and African American Studies) in South Los Angeles
• Key message: Ethnic studies are empowering, liberating, and transformative for young people.
• Research supports positive academic and social outcomes from ethnic studies for all races.

Current Challenges in Ethnic Studies

• Invisibility in K-12 Education: Despite benefits, remains largely absent in K-12 education.
• Bans and Restrictions:
  • Arizona banned ethnic studies.
  • Books by Latino authors pulled from classrooms.

Historical Context

• Story of Margarita Pedraza (Grandmother):
  • San Antonio, 1930s: Prohibited from speaking Spanish in school.
  • Faced physical intimidation and abuse for cultural identity.
• Impact on Family:
  • Inspired mother, Dora Espiritu, to become a bilingual education teacher.
  • Father, David Espiritu, also an educator, focused on bilingual education.
  • Family belief in respecting students' cultural and linguistic heritage.

Personal Journey

• Education Gap:
  • Lack of exposure to diverse authors and history until college.
  • First engagement with black studies at Amherst College.
  • Inspired by voices like Jaime Shaggy Flores, Raul Salinas, and others.
• Involvement in Movements: Active in immigrant rights movement.

History and Importance of Ethnic Studies

• Origins:
  • 1968: Third World Liberation Front at San Francisco State University, leading to ethnic studies program.
  • High school activism through East L.A. walkouts demanding bilingual education and culturally relevant curriculum.
• Tucson’s Mexican-American Studies Program (1998):
  • First district-wide ethnic studies program.
  • Showed high academic success (93% graduation rate).
  • Banned in 2011 by politicians calling it un-American.
• Community Response: Protests and movements to defend ethnic studies.

Current Efforts and Goals

• Creation and Advocacy:
  • Developing ethnic studies curriculum.
  • Implementing ethnic studies at Animo South Los Angeles.
  • Focus on decolonial, culturally relevant, and community-responsive teaching.
• Course Components:
  • Decolonial: Teaching comprehensive history beyond colonial narratives.
  • Culturally Relevant: Tailored to the local student community.
  • Community Responsive: Engages local history and issues, promotes unity (e.g., black and brown unity).
• Student Projects: Pop-up books reflecting banned knowledge and history.

Call to Action

• Expand Ethnic Studies: Important for students' success and understanding.
• Local Initiatives: Encourage local school boards and educators to adopt ethnic studies.

Conclusion

• In Lak'ech Poem: A Maya concept emphasizing mutual respect and the shared human experience.
  • "You are my other me. If I do harm to you, I do harm to myself. If I love and respect you, I love and respect myself."
• Final Note: Encouragement to embrace and advocate for ethnic studies.