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Liberated Ethnic Studies Model Curriculum Consortium (LESMCC)

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How LESMC supports districts

Glossary Term Defined: WHITE PRIVILEGE

Liberated Ethnic Studies Model Curriculum Institute (LESMC)

Vision Statement

​The LESMC purpose is to promote the advancement and implementation of well designed Ethnic Studies courses and programs for the purpose of advancing students’ academic achievement, educational equity, community activist scholarship, and community leadership skills.  

We will accomplish our vision by:
  1. Building our capacity to collaborate with educators, school districts, and teacher preparation programs committed to Ethnic Studies, social change  and educational equity
  2. Providing the best learning practices for a standardized Ethnic Studies programs in public education rooted in the fields of African American Studies, Asian American Studies, Chicanx/Latinx Studies, and American Indian Studies
  3. Honoring ancestral knowledge, struggles, and friendship built in solidarity with educators, parents, and historically disenfranchised youth belonging to low-income communities
  4. Equipping Black, Chicanx/Latinx, Asian American, American Indian/Indigenous and low-income youth with skills to participate in community advancement, social justice, and transformative change
  5. Acting as a resource for educators to engage in professional development and implement an accredited version that embeds models of social change with fidelity to the field of Ethnic Studies
  6. Operationalize the tools, concepts and best teaching practices/curriculum development protocols in order to effectively implement a well-designed Ethnic Studies program in public education

Self-Identity


Ethnic Studies units will include lesson plans that center students in their self-identity. 
1. cultivate empathy, community actualization, cultural perpetuity, self-worth, self-determination, and the holistic well-being of all participants, especially Native People/s and people of color;
​3. center and place high value on pre-colonial, ancestral, indigenous, diasporic, familial, and marginalized knowledge;

Systems-Oppression
 

Students will explore and analyze systems of oppression to be able to imagine a better world.
4. critique empire and its relationship to white supremacy, racism, patriarchy, cisheteropatriarchy, capitalism, ableism, anthropocentrism, and other forms of power and oppression at the intersections of our society;
​5. challenge imperialist/colonial hegemonic beliefs and practices on the ideological, institutional, interpersonal, and internalized levels;
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Solidarity-Transformative

Solidarity between the racialized ethnic groups and allies.
7. conceptualize, imagine, and build new possibilities for post-imperial life that promotes collective narratives of transformative resistance, critical hope, and radical healing.

Social Movements-Resistance


Students will learn the history of social movements in their communities, in California, the United States and Internationally.
6. connect ourselves to past and contemporary resistance movements that struggle for social justice on the global and local levels to ensure a truer democracy; ​
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Stories- Community Narratives

​in the first person 

The community and counter-narrative auto-ethnographical stories will be fostered as part of the LESMC.
2. celebrate and honor Native People/s of the land and communities of color by providing a space to share their stories of struggle and resistance, along with their intellectual and cultural wealth;
White Privilege is your history being part of the core curriculum and mine being taught as an elective.

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