Ethnic and Social Justice Studies (ESJS)
- Student Affinity Groups
- Courses
- Integrated ESJS
- Stand Alone ESJS Course Description
- National Heritage and History Months
- Celebrating Diverse Literature
- ESJS FAQ
Student Affinity Groups
 BALBOA MIDDLE SCHOOL  BUENA HIGH SCHOOL  DE ANZA ACADEMY OF TECHNOLOGY & THE ARTS GRIT |
 FOOTHILL TECHNOLOGY HIGH SCHOOL  PACIFIC HIGH SCHOOL  VENTURA HIGH SCHOOL |
Courses
Integrated ESJS
PD resources coming soon!
- Asian American and Pacific Islander People’s Panel
- Black / African American People's Panel
- Indigenous People’s Panel
- Latina/o/e/x Chicana/o/e/x People’s Panel
Asian American and Pacific Islander People’s Panel
Books, articles and resources from the Asian American and Pacific Islander People’s Panel:
Black / African American People's Panel
Books, articles and resources from the Black / African American People’s Panel:
Song: Black Parade by Beyoncé
Released Juneteenth (June 19), 2020
Clean version of Black Parade with lyrics
Children’s Book: How “Lift Every Voice and Sing” Inspired Generations
By Kelly Starling Lyons - read aloud
Books by and about African Americans that teachers can use to enrich their classroom libraries:
Indigenous People’s Panel
Books, articles and resources from the Indigenous People’s Panel:
Community cultural wealth handout
Latina/o/e/x Chicana/o/e/x People’s Panel
Books, articles and resources from the Latina/o/e/x Chicana/o/e/x People’s Panel:
Aranda, E. M., & Rebollo-Gil, G. (2004). Ethnoracism and the “sandwiched” minorities. American Behavioral Scientist, 47(7), 910–927. https://doi.org/10.1177/0002764203261071
Canizales, S. L., & Vallejo, J. A. (2021). Latinos & Racism in the Trump era. Daedalus, 150(2), 150–164. https://doi.org/10.1162/daed_a_01852
Conchas, G. Q., & Acevedo, N. (2020). The chicana/o/X dream: Hope, resistance, and educational success. Harvard Education Press. (Book/libro)
Conley, S. C. & Cooper, B. S. (2010). Keeping and improving Tomorrow's school leaders: Retaining and sustaining the best. Rowman & Littlefield Education.
García, D. G. (2018). Strategies of segregation: Race, residence, and the struggle for educational equality. University of California Press. (ISBN: 9780520296879 For this one try 17M6662 for 30% off )
Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
https://carmenlomasgarza.com/publications/
Magdaleno, K. (2016). Ensuring social justice and a diverse and equitable leadership. Leadership, 14–16.
Nctsn Admin. (2018, October 3). Culture and trauma brief: Preliminary adaptations for working with traumatized Latino/Hispanic children and their families. The National Child Traumatic Stress Network. Retrieved January 27, 2022, from https://www.nctsn.org/resources/culture-and-trauma-brief-preliminary-adaptations-working-traumatized-latinohispanic
Shelby, T. (2009). Racism, identity, and Latinos: A comment on Alcoff. The Southern Journal of Philosophy, 47(S1), 129–136. https://doi.org/10.1111/j.2041-6962.2009.tb00144.x
Torres, L., & Taknint, J. T. (2015). Ethnic microaggressions, traumatic stress symptoms, and Latino depression: A moderated mediational model. Journal of Counseling Psychology, 62(3), 393–401. https://doi.org/10.1037/cou0000077
Wijeyesinghe, C., Jackson, B. W., Gallegos, p V., & Ferdman, F. M. (2012). In New Perspectives on Racial Identity Development: Integrating Emerging Frameworks (pp. 51–80). essay, New York University Press.
Yosso, T. J. (2006). Critical race counterstories along the chicana/chicano educational pipeline. Routledge, ISBN-13: 978-0415951968
Stand Alone ESJS Course Description
CDE Ethnic Studies Model Curriculum
Definition: Ventura Unified School District Definition of Ethnic & Social Justice Studies
Ethnic and Social Justice Studies students engage in critically examining the experiences, and honoring the contributions of historically marginalized communities in local, national and global contexts. A cornerstone of Ethnic and Social Justice Studies is to analyze and interrogate the intersectionality of identity (race, gender, class, sexuality among others) and the dynamics of discrimination, privilege and power that perpetuate systemic and institutional oppression. Ethnic and Social Justice Studies seeks to promote a deeper understanding of self, others, and society to empower students to become advocates for civic and social transformation.
The Ethnic and Social Justice Studies Stand Alone Course is offered at each of the high schools. Per a VUSD Board Resolution, a year-long course in Ethnic and Social Justice Studies course was created and offers students an opportunity to meet the high school graduation requirement of 10 units of Ethnic Studies. The designated Ethnic Studies course allows students the ability to explore the Ethnic Studies tenets and curriculum as a discrete field of study.
ESJS Tenets and Themes
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National Heritage and History Months
January
February
CELEBRATING BLACK HISTORY MONTH
Black History month resources
WHO FOUNDED BLACK HISTORY MONTH?
The founder of Black History Month is African-American scholar Carter G. Woodson. “The story of Woodson's life and the founding of what was originally called Negro History Week is unfamiliar to blacks and whites alike", according to Ramon Price, chief curator of the DuSable Museum of African-American History in Chicago, where the celebration was inaugurated in 1926.
"I hear a lot of African American young people say things like, 'How come they gave us the shortest month of the year?' And I tell them that nobody gave anybody anything. Carter G. Woodson chose February because it includes the birthdays of abolitionist Frederick Douglass and President Abraham Lincoln," Price said.
Born in West Virginia in 1875, Carter Godwin Woodson seemed filled with purpose from a young age. His parents were former slaves and instilled in him the value of education—something that would inspire his life's work. The oldest of nine children, Woodson worked to help support his family, educating himself until, at age 20, he was able to enter high school, finishing in just two years. He went on to earn a degree in literature from Berea College, again finishing in two years. He was the second African American to earn a doctorate from Harvard University, Woodson's being in history.
Throughout the years, Woodson's commitment to education grew. As a teacher, principal and supervisor of schools, he saw that the history of African Americans was neglected—even absent—in curriculum. Determined to change this, Woodson committed himself to the study of the African American experience.
In perhaps his most significant effort to improve the quality of education, Woodson established Negro History Week, which evolved into Black History Month following the Black Consciousness Movement of the 1960s. Woodson sought to help African Americans rediscover a history, which had been intentionally buried by white mainstream culture. His hope was to reinvigorate the self-esteem, sense of power and hunger for justice of a long-oppressed people. Woodson wrote in The Mis-Education of the Negro: "No systematic effort toward change has been possible, for, taught the same economics, history, philosophy, literature and religion ... the Negro's mind has been brought under the control of this oppressor. ... When you control a man's thinking you do not have to worry about his actions."
A second goal in developing Negro History Week was to foster understanding between the races. Woodson believed that if whites learned of blacks' contributions to American history and humanity, this awareness would engender respect.”
For more about Carter G. Woodson read the full article at https://www.tolerance.org/magazine/the-history-behind-black-history-month