![]() “With the support of community organization partners, education leaders and OCDE’s Evaluation Assessment and Data Evaluation team, the department created a set of questions, processes, and training for partner organizations to assist them in conducting engagement sessions,” an OCDE spokesperson said in a statement to Prism. Using a participatory model, the model curricula is scheduled to be completed by September 2025. The Orange County Department of Education (OCDE) was one of the county offices of education selected to lead the development of the Southeast Asian curricula, as Orange County is home to the third largest AAPI population and the largest Vietnamese population in the country. SB 895 also set a precedent for AB 101, which made California the first state that requires high schoolers to take an ethnic studies class before graduating, and AB 167, which allocated $1.2 million to fund the development of Southeast Asian and Native American model curricula. Jerry Brown signed legislation requiring the development of a statewide Ethnic Studies Model Curriculum (ESMC).Īn ESMC was standardized in 2021 after years of extensive community feedback, activism, and opportunities for public comment. It is one of many concurrent ethnic studies bills passed through the California legislature since 2016, when then-Gov. The bill was passed and signed into law in 2018. Janet Nguyen sought to remedy these disparities by introducing SB 895, a bill requiring the development and adoption of model curricula on the Vietnamese-American refugee experience, the Cambodian genocide, and Hmong history and cultural studies. Most students had never been taught about their ethnic heritage and had to explain their identities to peers. ![]() A 2019 report published by SEARAC found that Southeast Asian-American students face language barriers, gaps in culturally relevant support, bullying, harassment, and intergenerational challenges at school, as many parents had their education disrupted by war and resettlement. Their data is also rarely disaggregated from other AAPI groups, disappearing the community’s needs and resulting in a lack of resources and support. The screen was covered in sticky notes-participants wanted “access to resources-archives, artifacts,” “to better underst my family’s past,” to learn about “lived experiences, especially women and youth,” and to teach future generations about “the effects of refugeeism on so many aspects of life, public health (exposure to chemical agents and bombings), lower education outcomes.”įor decades, Southeast Asian Americans have received minimal outreach from politicians at the local and state levels. At a virtual listening session hosted by Southeast Asia Resource Action Center (SEARAC) in March, Vietnamese residents from all over California responded to the question, “What do you want out of the model curriculum?”
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