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Latinx Curriculum Theorizing
ISBN-13:
9781498573818
Veröffentl:
2019
Seiten:
186
Autor:
Theodorea Regina Berry
Serie:
Race and Education in the Twenty-First Century
eBook Typ:
EPUB
Kopierschutz:
Adobe DRM [Hard-DRM]
Sprache:
Englisch
Beschreibung:
This book is a collection of empirical scholarship on curriculum connected to the Latinx diaspora from three perspectives: curriculum as content/subject matter; curriculum for schools’ goals, objectives, and purposes; and curriculum as autobiography.
This edited volume is a collection of empirical scholarship that focuses on curriculum as knowledge connected to the Latinx diaspora from three perspectives: content/subject matter; goals, objectives, and purposes; and experiences. In an effort to fill a void in scholarship in curriculum studies/theory for/from Latinx perspectives, this book is a beginning toward answering two important questions: first, what is the significance of the presence and absence of Latinx curriculum theorizing? And second, in what ways is Latinx curriculum theorizing connected to curriculum, as a general concept, schools’ purposes, goals, and objectives and curriculum as autobiographical? This book opens a door into understanding curriculum for/from an important population in U.S. society.
Prologue
Acknowledgments
Introduction
Section One: Latinx Curriculum and Content/Subject Matter
Chapter 1: Insurrection and the Decolonial Imaginary at Academia Cuauhtli: The Liberating Potential of Third Space Pedagogies in a Third Space, Angela Valenzuela
Chapter 2: “To Serve the People”: Transformational Praxis of the Chicago Young Lords, Ann Aviles, Richard Benson, and Erica Davila
Chapter 3: Mathematics for Borderland Identities, Cristina Valencia Mazzanti and Martha Allexsaht-Snider
Section Two: Latinx Curriculum in Schools: Addressing Goals, Objectives, and Purposes
Chapter 4: Southern Latinxs: Toward a Curricular Epistemology of Dissent and Possibility, Juan F. Carrillo and Lucia I. Mock Muñoz de Luna
Chapter 5: “Illegality” and the Curriculum: Making New Civics with Undocumented Activists, Jesús A. Tirado
Chapter 6: Radical Literacy: Building Curriculum on Mexican American Youth’s Lived Experiences, Stacy Saathoff
Section Three: Latinx Currere, Latinx Curriculum as Autobiographical
Chapter 7: Conocimientos Míos: Engaging Possibilities for School Curriculum, Alba Isabel Lamar and Lynette DeAun Guzmán
Chapter 8: “Un Puño de Tierra”: Curriculum and Pedagogy Theorizing Along the U.S./Mexico Border, Ganiva Reyes
Chapter 9: Currere from the Borderlands: An Exercise in Possibilities for Latinx Transgender Visibility, Mario Itzel Suárez
Epilogue
About the Authors
Acknowledgments
Introduction
Section One: Latinx Curriculum and Content/Subject Matter
Chapter 1: Insurrection and the Decolonial Imaginary at Academia Cuauhtli: The Liberating Potential of Third Space Pedagogies in a Third Space, Angela Valenzuela
Chapter 2: “To Serve the People”: Transformational Praxis of the Chicago Young Lords, Ann Aviles, Richard Benson, and Erica Davila
Chapter 3: Mathematics for Borderland Identities, Cristina Valencia Mazzanti and Martha Allexsaht-Snider
Section Two: Latinx Curriculum in Schools: Addressing Goals, Objectives, and Purposes
Chapter 4: Southern Latinxs: Toward a Curricular Epistemology of Dissent and Possibility, Juan F. Carrillo and Lucia I. Mock Muñoz de Luna
Chapter 5: “Illegality” and the Curriculum: Making New Civics with Undocumented Activists, Jesús A. Tirado
Chapter 6: Radical Literacy: Building Curriculum on Mexican American Youth’s Lived Experiences, Stacy Saathoff
Section Three: Latinx Currere, Latinx Curriculum as Autobiographical
Chapter 7: Conocimientos Míos: Engaging Possibilities for School Curriculum, Alba Isabel Lamar and Lynette DeAun Guzmán
Chapter 8: “Un Puño de Tierra”: Curriculum and Pedagogy Theorizing Along the U.S./Mexico Border, Ganiva Reyes
Chapter 9: Currere from the Borderlands: An Exercise in Possibilities for Latinx Transgender Visibility, Mario Itzel Suárez
Epilogue
About the Authors