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In the first half of the “Why Ethnic Studies” unit, we have explored the definition, interdisciplinary nature, and geohistorical macroscales of Ethnic Studies. The field focuses on the experiences and perspectives of Black, Indigenous, and People of Color (BIPOC) communities, drawing from various disciplines to provide a comprehensive understanding of the challenges faced by these groups. Ethnic Studies scholars maintain a critical stance towards traditional disciplines, questioning how they may perpetuate systems of power and domination. The four geohistorical macroscales – Indigeneity and Active Roots, Coloniality, Dehumanization, and Genocide, Hegemony and Normalization, and Decoloniality, Regeneration, and Transformational Resistance – guide the scope and approach of Ethnic Studies.
We have also delved into the historical roots of Ethnic Studies, exploring Native and Indigenous pedagogies, traditions of education and resistance, and challenges to legal segregation. Despite the ongoing effects of settler-colonialism and oppressive educational systems, communities of color have consistently fought for the right to education and created alternative educational spaces. Landmark legal cases challenged racial segregation in public schools, laying the groundwork for the emergence of Ethnic Studies.
Lastly, we examined the student-led activism and protests of the late 1960s that led to the establishment of Ethnic Studies as an academic discipline. The Third World Liberation Front at San Francisco State College initiated the longest student strike, demanding the creation of a Third World College and the hiring of more faculty of color. The strikes led to significant victories, inspiring the creation of Ethnic Studies programs and departments across the United States.
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