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ABSTRACT
This study examines the practical application of ethnic studies inquiry projects to supplement elementary scripted language arts curriculum. Drawing from decolonial theory, the study examines pedagogical strategies in challenging the normalization of colonialism within standards and curriculum. Blending autoethnography and portraiture, data were collected throughout the 2013–2014 academic year, and consisted of observations, artifacts, and field notes from an elementary public school in South Los Angeles. The findings highlight the use of inquiry projects to center Indigeneity and resistance toward classical and internal colonialism.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. The term is used to pushback on European imposed labels, such as Hispanic, when referring to Latin American people.
2. The groups studied were selected due to the availability of grade level resources.
3. Jiji math is a game-based instructional software designed to boost math proficiency. Our local school district had mandated weekly hours for all grades, thus monopolizing the computer lab and making it inaccessible for other projects.