Ethnic studies and the law: Teacher understanding and interpretation

This qualitative study draws upon a framework of Critical Race Theory to explore how high school Social Studies teachers in a rural Arizona school district understood and interpreted the Arizona ban on ethnic studies. The study used interviews, classroom observations, and artifacts from which to collect data from the teachers, 90 percent of whom were White.;This qualitative study draws upon a framework of Critical Race Theory to explore how high school Social Studies teachers in a rural Arizona school district understood and interpreted the Arizona ban on ethnic studies. The study used interviews, classroom observations, and artifacts from which to collect data from the teachers, 90 percent of whom were White. 1. they did not teach Ethnic Studies; 2. they misunderstood Ethnic Studies in safe (i.e., White) ways; 3. they lacked awareness of the Ethnic Studies ban; and 4. they resisted the Ethnic Studies ban.;The teachers possessed a colorblind understanding of race and Ethnic Studies issues. Their colorblindness included the alleged teaching of respect and treating all the students the same. Colorblindness, combined with an unconscious Whiteness, disavowed the teachers of any responsibility to promote Ethnic Studies, or be aware of how the Ethnic Studies ban influenced them and their students.