Since 2010, more than a dozen states have introduced legislation supporting K-12 ethnic studies. This three-article dissertation considers the historical and contemporary development of ethnic studies programs. Drawing on decolonial thought and policy enactment theory, I investigate (1) the origins of Chicano studies programs, a subdiscipline of ethnic studies; (2) the mission and goals of contemporary K-12 ethnic studies; and (3) the perspectives of ethnic studies teachers in Indiana. Data sources include primary and secondary documents, including program proposals, brochures, legislative documents, curriculum materials, and semi-structured interviews. Findings demonstrate that (1) ethnic studies programs from the 1960s were created to decenter Eurocentric models of learning; (2) despite valuable efforts to engage ethnic studies, current policy and curriculum materials contain serious shortcomings; and (3) ethnic studies teachers’ perceptions of the Indiana Ethnic Studies Standards are shaped by their level of experience, racial identity, local context and sociopolitical climate. Collectively, these papers offer new insights about the development and implementation of ethnic studies in K-12 school settings.
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