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1 – 10 of 49A testimonio reveals the bridges and connections created by collective learning. For many Xicanas, the first learning occurs in their home. Studies show that the familia…
Abstract
A testimonio reveals the bridges and connections created by collective learning. For many Xicanas, the first learning occurs in their home. Studies show that the familia encourages life lessons through daily chores, conversation about school and education, advice from grandparents, sibling interaction, and by watching parents or elders negotiate and interact with the dominant society and among other family members. This research in home-learning practices provides valuable data in understanding the successes and challenges of Xicanas in higher education. Ultimately, testimonio presents a unique method, process, and product that uncovers the many daily challenges that Xicanas confront. The purpose of this chapter is to draw attention to the fact that testimonio and storytelling does and can play an important role in the life and work of Xicanas in higher education. The chapter outlines the framework and theoretical lens of mestiza consciousness and pedagogies of the home as the foundation for storytelling through interviews and platicas identified as testimonio. The study conducted is an autoethnography that details the significance of storytelling through testimonio as a method of survival in higher education. Testimonio and storytelling are central to the field of critical race theory, Xicana feminism, and social justice education which stresses the significance of Being authentic to Self.
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From our garden in Tepetlixpa, we have a stunning view of Popocatepetl and Ixtaccihuatl. Both volcanos are tipped with snow now, but with the afternoon sun warming us, it doesn’t…
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From our garden in Tepetlixpa, we have a stunning view of Popocatepetl and Ixtaccihuatl. Both volcanos are tipped with snow now, but with the afternoon sun warming us, it doesn’t feel that cold. Only late-night expeditions to the outhouse warrant complaints about the winter weather. Right now, sitting on the grass, surrounded by the fragrant presence of chamomile and spearmint, we talk of what the coming summer holds in store. If it’s a girl, her name will be Xochitl Malintzin Ashton González. Those names are Nahuatl, English, and Spanish. The Nahuatl names have been chosen by her Mexican father, my compañero, Arnoldo. The last two are surnames from both of our families. Though my Spanish is fairly fluent by now, Arnoldo knows my Nahuatl is nil. “Xochitl quiere decir ‘flor,’” he explains. My mind calculates: Xochitl=flor=flower. That’s a pretty name! How about Malintzin? What does that mean? He pauses momentarily before replying, “Malintzin es Malinche.” In my burgeoning vocabulary, the only word I know that sounds remotely similar to Malinche is malinchista. Roughly translated, it means ‘traitor.’ No, that can’t be what he’s saying; I must be confused. Well, yes and no.
Dessynie Edwards, Tina Garcia, Monica M. Muñoz, Teresa Silva and Juan Manuel Niño
The average woman educator spends more time in the classroom than their male counterpart before ascending to an administrator position. Women educators spends on average 10–11…
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The average woman educator spends more time in the classroom than their male counterpart before ascending to an administrator position. Women educators spends on average 10–11 years as a teacher and as an administrator before becoming promoted to the superintendent position (Kingsberry & Jean-Marie, 2018; Manuel & Slate, 2003; Robinson, Shakeshaft, Grogan, & Newcomb, 2017). However, when they do reach this position, women superintendents lead in a different manner than men. They tend to focus on the well-being of children and families. They bring a strong interest in educating the child as a whole and place those at high risk a priority (Grogan, 2005). Women are finding way(s) to bring women's way(s) of knowing and expertise into this position. Women tend to keep instruction at the forefront and develop relationships with school and wider community members that can help foster the academic and social growth of the student (Grogan, 2005; Robinson et al., 2017; Wilmore, 2008).
Therefore, feminist@ leaders surface from their feminist and cultural knowledge (Sanchez & Ek, 2013) as a form of traditional resistance. They create pathways for other Latinas on their journey to claim Chicana feminism. As such, this chapter highlights the voices of four valiant women of color leaders on the path toward the superintendency whose personal and professional pathways intersect to create a feminist@ leadership identity.
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Reyes L. Quezada, Mario Echeverria, Zulema Reynoso and Gabriel Nuñez-Soria
In this chapter, we present critical race theory (CRT) with a focus on Latino critical theory (LatCrit) and its impact on Latinx educators, Latinx youth, and Latinx communities…
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In this chapter, we present critical race theory (CRT) with a focus on Latino critical theory (LatCrit) and its impact on Latinx educators, Latinx youth, and Latinx communities. We focus on identity inclusion and Latinidad as a way to increase critical consciousness of educators and Latinx youth, language rights, and feminist pedagogies of resistance. LatCrit frameworks are used as transformational resistance and afford a productive platform for developing critical understandings of the educational experiences of Latinx youth. We discuss relationships and community through the alignment of LatCrit and critical pedagogy and the application of critical theory and community-responsive pedagogy in increasing equitable outcomes in educational settings that support Latinx youth and families. We provide recommendations to address the challenges Latinx youth face and how Latinx educators can continue to support youth through a LatCrit framework, and a summary of possible solutions to consider. We close with some reflection and dialogue questions.
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This chapter offers an introduction to the major directions that the study of culture as a social identity dimension has taken theory building and practical application. Culture…
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This chapter offers an introduction to the major directions that the study of culture as a social identity dimension has taken theory building and practical application. Culture is explored as it relates to a way of life of a people through arts, beliefs, ceremonies, communication, customs, ethnicity, food, gossip, language, lifestyle, music, nation of origin, religion, ritual practices, stories, and more – and ways that this filters through organizations. Various interpretive and critical approaches are used to scrutinize the nature/culture debate, challenges in operationalizing culture, the circuitous process of culture, culture’s interactions with social structures, and intersectionalities of culture with other social identity dimensions.
Culture dimensions of social identity have been explored by social scientists intrigued by ways that people report negotiating among two or more cultures – double consciousness – and making cognitive shifts for strategic reasons. Too often, even well-intentioned social policies and research designed to advance cultural plurality – or multiculturalism – ends up focusing primarily on ethnic difference while overlooking other social identity dimensions and ignoring bases of cultural differentiation. Organizational culture as an outgrowth of communication, globalization contexts, profit-centric motives, and culture’s intersectionalities with other social identity dimensions is critiqued. Chapter 4 also explores these issues according to subthemes of: Hofstede’s cultural dimensions, culture and social identity, problems with culture and social identity for individuals, and managing organizational culture.
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Nicole Mirra and Debate Liberation League
This paper aims to analyze how a group of middle-school debaters integrated their identities and epistemologies into the traditional literacy practice of debate to advocate for…
Abstract
Purpose
This paper aims to analyze how a group of middle-school debaters integrated their identities and epistemologies into the traditional literacy practice of debate to advocate for more expansive and inclusive forms of academic and civic discussion. The adult and youth co-researchers of the Debate Liberation League (DLL) detail their creation of a critical debate praxis through the use of spoken word and translanguaging and illustrate how they sought to redesign a foundational activity of English Language Arts on their own terms.
Design/methodology/approach
Drawing upon critical race and borderlands theories, the authors use critical ethnographic and participatory action research methods to explore how the DLL deconstructed the boundaries of what counts as public dialogue and offered an alternative model of what intergenerational and multi-voiced democratic discourse could look like in English Language Arts (ELA) classrooms and beyond.
Findings
The findings demonstrate how DLL students broke down normative binaries of affirmative/negative and objective/subjective in their debate performances and introduced testimonios as evidence for civic claims to make space for their voices and reimagine deliberation.
Originality/value
This study foregrounds dialogic data generation through a collaborative, intergenerational research approach. It highlights the constructed nature of literacy “rules,” demonstrates youth expertise in reimagining ELA, and offers a pathway toward a more compassionate public sphere.
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Andrea Bramberger and Kate Winter
This chapter discusses and interprets examples of safe spaces through the lenses provided in Chapters 2 and 3. Specifically, we discuss a few diverse examples of safe spaces for…
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This chapter discusses and interprets examples of safe spaces through the lenses provided in Chapters 2 and 3. Specifically, we discuss a few diverse examples of safe spaces for learning and development taken from children's literature, an art exhibit, a feature-length movie, and a professional development experience, detailing how each can be seen in terms of to what extent it offers a separate safe space, works with aspects of sameness/difference and intersectionality, and/or creates a space for democratic iterations that address one or more of the levels of inequity.
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Anne R. Roschelle, Maura I. Toro-Morn and Elisa Facio
Purpose – Recent theoretical analyses examining the intersection of race, class, and gender have resulted in exciting new epistemological frameworks in the social sciences…
Abstract
Purpose – Recent theoretical analyses examining the intersection of race, class, and gender have resulted in exciting new epistemological frameworks in the social sciences. However, feminist researchers have yet to articulate concrete strategies for capturing this intersectionality empirically.
Methodology – On the basis of ethnographic research conducted in Cuba, we build on previous feminist epistemological insights and begin to develop methodological strategies that can be used to capture the intersection of race, class, and gender in the context of cross-cultural research.
Findings – The major contribution of our work is the articulation of theoretical insights into methodological guidelines that can guide research both inside the United States, the site where much of this theorizing takes place, and beyond our borders.
Research limitations – The primary limitation of our research is the lack of collaboration with Cuban researchers. Given the political rancor between the United States and Cuba, and limitations on their academic freedom, is difficult to work with Cuban scholars without compromising their security. Cuban scholars who are critical of the state are fearful of potential reprisals.
Originality – Nonetheless, our work provides a unique analysis of how to capture the intersection of race, class, and gender empirically from a cross-cultural perspective.
This chapter focuses on how the repression of political ideologies can silence feminist voices. It examines how writings by women working with the U.S. Communist Party in the…
Abstract
Purpose
This chapter focuses on how the repression of political ideologies can silence feminist voices. It examines how writings by women working with the U.S. Communist Party in the 1930s, 1940s, 1950s, and early 1960s have been overlooked even though they presaged important linchpins of U.S. second-wave feminist thought.
Methodology/approach
This study is based on historical and archival research.
Findings
Decades before the rise of second-wave feminism, women in the CPUSA had: (1) produced a political economy of domestic labor; (2) employed an intersectional analysis of the interlocking oppressions of race, gender, class, and nation; and (3) called for a global feminist analysis that linked these multiple oppressions to colonialism and imperialism.
Social implications
This study illustrates the costs of political repression and how the canon of feminist thought can be enhanced by resuscitating subjugated knowledges.
Originality/value
Too little attention has focused on the silencing of women because of their political ideologies. This chapter addresses this lacuna in feminist studies and calls into question the oft-repeated notion that the periods between the waves of U.S. feminism were times of movement stagnation. It shows how theory construction can flourish even when feminist activism wanes.
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The purpose of the chapter is to overcome interpretative dualism on migrant and native women’s victimization by proposing a Bourdieusian approach to the continuities of symbolic…
Abstract
Purpose
The purpose of the chapter is to overcome interpretative dualism on migrant and native women’s victimization by proposing a Bourdieusian approach to the continuities of symbolic violence within post-patriarchal regimes of women’s freedom.
Design/methodology/approach
This conceptual chapter examines the Bourdieusian approach to some empirical research and continues with questions for feminist thought. The author discusses sociological research in Italy and in European contexts, and highlights the many “gazes” which can reveal the illusio of universal gender rights and the neo-colonial discourse on migrant women.
Findings
Research finds that the participant objectivation attitude and concern for disturbing dissonances in the habitus and body hexis of “others” produces tools for revealing the misrecognition of domination. At the theoretical level, the chapter shows how the plurality of hegemonic discourses on symbolic violence endorses not only social forces reproducing neo-colonial stratifications of gender, sense of belonging and class positions, but also ambivalent experiences of domination and freedom for women.
Research implications
The chapter aims to motivate the encounter between Bourdieu’s view of male domination and classical feminist constructs as lived body experience, sexual contract, and traffic in women.
Originality/value
The chapter provides an innovative analysis intersecting Bourdieu’s constructs and feminist thought in re-considering “gender-women” as a privileged locus for feminist discourse. Gender dualism under the lens of symbolic violence is viewed as both an appearance and a structural field within the dynamics of domination.
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