ABSTRACT Using Critical Race Theory, the authors explore how K-12 Ethnic Studies attempts to dismantle curriculum as the property of Whiteness by replacing it with a social justice education curriculum that centers the lived experiences and epistemologies of people of color. The authors assert that when Ethnic Studies programs cultivate a dual focus on developing critical consciousness and academic skills, these programs can de-center Whiteness and better serve the educational needs of students of color. Using Harris’ four property functions of Whiteness, the authors explain how class assignments that include both critical consciousness and academic skills displace Whiteness as the center of the curriculum. The authors contend that, in the age of Ethnic Studies expansion, targeted and aligned curriculum, which supports the social and academic needs of students of color, is necessary to contest curriculum as the property of Whiteness and to forward the racial justice project, increasing access and equity in education for students of color.

中文翻译：

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必要的配对：使用学术成果和批判意识来拆除课程作为 K-12 民族研究中的白人属性

摘要 使用批判种族理论，作者探索了 K-12 民族研究如何试图通过以有色人种的生活经历和认识论为中心的社会正义教育课程取而代之来拆除课程作为白人的财产。作者断言，当民族研究项目培养对培养批判意识和学术技能的双重关注时，这些项目可以去中心化白人，更好地满足有色人种学生的教育需求。作者使用哈里斯的白度的四个属性函数，解释了包括批判意识和学术技能的课堂作业如何取代白度成为课程的中心。作者认为，在民族研究扩张的时代，有针对性和一致的课程，