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Author: Dolores Delgado Bernal
Publisher: State University of New York Press
ISBN: 0791481514
Category : Social Science
Languages : en
Pages : 308
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Book Description
This first-of-its-kind volume bridges Chicana/Latina feminist perspectives with education and offers innovative ideas on teaching and learning, and ways of knowing. This groundbreaking volume explores both Chicana/Latina feminist definitions of teaching and learning, and ways of knowing in education. The book’s contributors—Chicana/Latina feminist scholars—reinterpret the field of education as inter- and transdisciplinary and connected to ethnic, racial, and womanist scholarship. They examine mujer- (women-) centered definitions of pedagogy and epistemology rooted in Chicana/Latina theories and visions of life, family, community, and world. Armed with the tools of Chicana/Latina feminist thought, the contributors link cultural studies theories to critical/feminist pedagogies by re-envisioning the sites of pedagogy to include women’s brown bodies and their agency. Dolores Delgado Bernal is Associate Professor of Education and Chicana/o Studies at the University of Utah. C. Alejandra Elenes is Associate Professor of Women’s Studies at Arizona State University. Francisca E. Godinez teaches Educational Leadership and Policy Studies at California State University at Sacramento.
Author: Dolores Delgado Bernal
Publisher: State University of New York Press
ISBN: 0791481514
Category : Social Science
Languages : en
Pages : 308
Get Book
Book Description
This first-of-its-kind volume bridges Chicana/Latina feminist perspectives with education and offers innovative ideas on teaching and learning, and ways of knowing. This groundbreaking volume explores both Chicana/Latina feminist definitions of teaching and learning, and ways of knowing in education. The book’s contributors—Chicana/Latina feminist scholars—reinterpret the field of education as inter- and transdisciplinary and connected to ethnic, racial, and womanist scholarship. They examine mujer- (women-) centered definitions of pedagogy and epistemology rooted in Chicana/Latina theories and visions of life, family, community, and world. Armed with the tools of Chicana/Latina feminist thought, the contributors link cultural studies theories to critical/feminist pedagogies by re-envisioning the sites of pedagogy to include women’s brown bodies and their agency. Dolores Delgado Bernal is Associate Professor of Education and Chicana/o Studies at the University of Utah. C. Alejandra Elenes is Associate Professor of Women’s Studies at Arizona State University. Francisca E. Godinez teaches Educational Leadership and Policy Studies at California State University at Sacramento.
Author: Dolores Delgado Bernal
Publisher: SUNY Press
ISBN: 9780791468050
Category : Social Science
Languages : en
Pages : 292
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Book Description
This first-of-its-kind volume bridges Chicana/Latina feminist perspectives with education and offers innovative ideas on teaching and learning, and ways of knowing.
Author: Dolores Delgado Bernal
Publisher: SUNY Press
ISBN: 9780791468067
Category : Social Science
Languages : en
Pages : 0
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Book Description
This first-of-its-kind volume bridges Chicana/Latina feminist perspectives with education and offers innovative ideas on teaching and learning, and ways of knowing.
Author: Melissa A Martinez
Publisher: IAP
ISBN: 1648023592
Category : Education
Languages : en
Pages : 225
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Book Description
As the first scholarly book of its kind, this edited volume brings together educational leadership scholars and practitioners from across the country whose research focuses on the unique contributions and struggles that Latinas across the diaspora face while leading in schools and districts. The limited though growing scholarship on Latina administrators indicates their assets, particularly those rooted in their sociocultural, linguistic, and racial/ethnic backgrounds, their cultura, are undervalued in research and practice (Hernandez & Murakami, 2016; Martinez, Rivera, & Marquez, 2019; Mendez-Morse, 2000; Mendez-Morse, Murakami, Byrne-Jimenez, & Hernandez, 2015). At the same time, Latina administrators have reported challenges related to: isolation (Hernandez & Murakami, 2016), a lack of mentoring (Mendez-Morse, 2004), resistance from those who expect a more linear, hierarchical form of leadership (Gonzales, Ulloa, & Munoz, 2016), balancing varying professional and personal roles and aspirations (Murakami-Ramalho, 2008), as well as racism, sexism, and ageism (Bagula, 2016; Martinez, Marquez, Cantu, & Rocha, 2016). The impetus for this book is to acknowledge, explore, theorize, and expand our understanding of how Latinas’ success as school and district leaders is informed by such gifts, including their prioritizing of familia and communidad, relationship building, reciprocity, and advocacy, in the face of such challenges. Thus, this volume covers four topical areas: 1) Testimonies and reflections from the field/Testimonios y reflexiones del campo, 2) Leading in relationship, comadrismo, with and for community/Liderazgo en relación, comadrismo, con y para la omunidad, 3) School community leaders(hip)/Lider(azgo) escolar y comunitario 4) Learning from the experiences of others/Aprendiendo de las experiencias de otras.
Author: Latina Feminist Group,
Publisher: Duke University Press
ISBN: 0822383284
Category : Social Science
Languages : en
Pages : 399
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Book Description
Telling to Live embodies the vision that compelled Latina feminists to engage their differences and find common ground. Its contributors reflect varied class, religious, ethnic, racial, linguistic, sexual, and national backgrounds. Yet in one way or another they are all professional producers of testimonios—or life stories—whether as poets, oral historians, literary scholars, ethnographers, or psychologists. Through coalitional politics, these women have forged feminist political stances about generating knowledge through experience. Reclaiming testimonio as a tool for understanding the complexities of Latina identity, they compare how each made the journey to become credentialed creative thinkers and writers. Telling to Live unleashes the clarifying power of sharing these stories. The complex and rich tapestry of narratives that comprises this book introduces us to an intergenerational group of Latina women who negotiate their place in U.S. society at the cusp of the twenty-first century. These are the stories of women who struggled to reach the echelons of higher education, often against great odds, and constructed relationships of sustenance and creativity along the way. The stories, poetry, memoirs, and reflections of this diverse group of Puerto Rican, Chicana, Native American, Mexican, Cuban, Dominican, Sephardic, mixed-heritage, and Central American women provide new perspectives on feminist theorizing, perspectives located in the borderlands of Latino cultures. This often heart wrenching, sometimes playful, yet always insightful collection will interest those who wish to understand the challenges U.S. society poses for women of complex cultural heritages who strive to carve out their own spaces in the ivory tower. Contributors. Luz del Alba Acevedo, Norma Alarcón, Celia Alvarez, Ruth Behar, Rina Benmayor, Norma E. Cantú, Daisy Cocco De Filippis, Gloria Holguín Cuádraz, Liza Fiol-Matta, Yvette Flores-Ortiz, Inés Hernández-Avila, Aurora Levins Morales, Clara Lomas, Iris Ofelia López, Mirtha N. Quintanales, Eliana Rivero, Caridad Souza, Patricia Zavella
Author: Dolores Delgado Bernal
Publisher: Routledge
ISBN: 1317332903
Category : Education
Languages : en
Pages : 186
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Book Description
While the genre of testimonio has deep roots in oral cultures and in Latin American human rights struggles, the publication and subsequent adoption of This Bridge Called My Back (Moraga & Anzaldúa, 1983) and, more recently, Telling to Live: Latina Feminist Testimonios (Latina Feminist Group, 2001), have demonstrated the power of testimonio as a genre that exposes brutality, disrupts silencing, and builds solidarity among women of colour. Within the field of education, scholars are increasingly taking up testimonio as a pedagogical, methodological, and activist approach to social justice, which transgresses traditional paradigms in academia. Unlike the more usual approach of researchers producing unbiased knowledge, the testimonio challenges objectivity by situating the individual in communion with a collective experience marked by marginalization, oppression, or resistance. This approach has resulted in new understandings about how marginalized communities build solidarity, and respond to and resist dominant culture, laws, and policies that perpetuate inequity. This book contributes to our understanding of testimonio as it relates to methodology, pedagogy, research, and reflection in pursuit of social justice. A common thread among the chapters is a sense of political urgency to address inequities within Chicana/o and Latina/o communities. This book was originally published as a special issue of Equity & Excellence in Education.
Author: Ruth Trinidad Galván
Publisher: University of Arizona Press
ISBN: 081650198X
Category : Social Science
Languages : en
Pages : 201
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Book Description
Women Who Stay Behind examines the social, educational, and cultural resources rural Mexican women employ to creatively survive the conditions created by the migration of loved ones. Using narrative, research, and theory, Ruth Trinidad Galván presents a hopeful picture of what is traditionally viewed as the abject circumstances of poor and working-class people in Mexico who are forced to migrate to survive. The book studies women’s and families’ use of cultural knowledge, community activism, and teaching and learning spaces. Throughout, Trinidad Galván provides answers to these questions: How does the migration of loved ones alter community, familial, and gender dynamics? And what social relations (convivencia), cultural knowledge, and women-centered pedagogies sustain women’s survival (supervivencia)? Researchers, educators, and students interested in migration studies, gender studies, education, Latin American studies, and Mexican American studies will benefit from the ethnographic approach and theoretical insight of this groundbreaking work.
Author: Elisa Facio
Publisher: University of Arizona Press
ISBN: 0816530971
Category : Social Science
Languages : en
Pages : 297
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Book Description
Fleshing the Spirit brings together established and new writers to explore the relationships between the physical body, the spirit and spirituality, and social justice activism. The anthology incorporates different genres of writing—such as poetry, testimonials, critical essays, and historical analysis—and stimulates the reader to engage spirituality in a critical, personal, and creative way.
Author: Dolores Delgado Bernal
Publisher: Teachers College Press
ISBN: 0807775045
Category : Education
Languages : en
Pages : 126
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Book Description
This book chronicles a 10-year journey to develop and sustain Adelante, a university-school-community partnership designed specifically to address public education’s failure to meet the needs of students of color, particularly Chicana/o students. The authors examine the persistent barriers, mistakes, challenges, and successes that emerged in their community-based partnership with elementary school students, college students, teachers, parents, and educational leaders. Intertwining critical race theories with Chicana feminist theories, they propose a “critical race feminista praxis” and provide real-world examples of what this praxis can look like in the context of a racialized, gendered, and colonial landscape. The book offers practical advice and theoretical insight to those interested in disrupting pervasive inequities that shape the (mis)education of marginalized students. Book Features: Fills a void about how to engage in activist scholarship by describing concrete strategies and practices employed by the authors. Offers theoretical contributions through the braiding together of critical race and Chicana feminist theories. Proposes a partnership model for working with communities of color that promotes pathways to higher education. “Theoretically cutting-edge and with practical on-the-ground application, Transforming Educational Pathways is a brilliant example of how university–school–community collaborations can be reshaped into transformative praxis in the education of Chicanx, Latinx students. The balanced combination of community-engaged work and scholar-activist research in this groundbreaking book powerfully move us further in the spiritual journey of reimagining and transforming the inequities of educational institutions for Chicanx, Latinx students and their families and communities.” —Luis Urrieta, professor, The University of Texas at Austin “Delgado Bernal and Aleman start and end with the transformative idea that all students should be expected to attend college from their earliest experiences in public education—kindergarten. By challenging the deficit notions surrounding Chicana/o students and their communities, the authors provide the most compelling asset-based and theoretically grounded university–community partnership program I’ve seen in the K–8 sector.” —Daniel G. Solorzano, professor, University of California, Los Angeles “Transforming Educational Pathways for Chicana/o Students is a compelling and intimate account of the development of Adelante, an innovative university–school partnership. It is also an inspiring story of the impact of culturally affirming and anticolonial education on Latina/o children and their teachers, university student mentors, and parents. The process of changing deficit-based school culture is a difficult one, as the book shows. Yet, drawing on Gloria Anzaldúa’s feminist theorizing, Delgado Bernal and Alemán offer a theory of school change where collisions, difficult solidarities, and transformative moments constitute a praxis of hope, imagination, and social justice.” —Sofia Villenas, professor, Cornell University
Author: Juan Sánchez Muñoz
Publisher: Routledge
ISBN: 1135236690
Category : Education
Languages : en
Pages : 701
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Book Description
Providing a comprehensive review of rigorous, innovative, and critical scholarship relevant to educational issues which impact Latinos, this Handbook captures the field at this point in time. Its unique purpose and function is to profile the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is organized around five themes: history, theory, and methodology policies and politics language and culture teaching and learning resources and information. The Handbook of Latinos and Education is a must-have resource for educational researchers, graduate students, teacher educators, and the broad spectrum of individuals, groups, agencies, organizations and institutions sharing a common interest in and commitment to the educational issues that impact Latinos.
