Roots of the Colonial: Reframing and Reimagining Change in Educational Research

Session Type: Symposium

Abstract

The papers in this session argue for multiple locations and repositioning of knowledge systems in education and frame this repositioning of knowledge as a decolonial and critical "active recovery” that recognizes what communities have historically and culturally reimagined and reinvested (Grande, 2004, p. 175). The scope of the papers ranges from the analysis of the differences in Black and American Indian education and then implications for Indigenous based educational epistemology, to a historical and contemporary examination of epistemologies about linguistic and cultural presence in the Spanish missions and in curricula and practices in both religious and secular present-day educational settings, and to the development of decolonial pedagogical strategies for curricula in California urban high schools.

Sub Unit

• Division B - Curriculum Studies / Section 2: Globalization, Decolonization, Transnational, & Ecological Inquiry

Chair

• Usree Bhattacharya, Indiana University of Pennsylvania

Papers

• A Comparative Analysis of the Early Educational Experiences of American Indians and African Americans: Educational Imagination and the Dynamics of Settler Colonialism - Bayley Marquez, University of California - Berkeley

• Unsettling Colonialism: Contested Cultural and Linguistic Epistemologies From the Spanish Missions to Contemporary Pedagogical Practices in California - Patricia Baquedano-Lopez, University of California - Berkeley

• Ethnic Studies Curricular Interventions: A Decolonizing Process, Pedagogy, and Production - Jocyl Sacramento, California State University - East Bay

• Critical Kapwa: Decolonizing Pedagogy and Praxis for Filipina/o Americans - Maharaj Desai, University of Hawaii - Manoa

Discussant

• Eunice Romero-Little, Arizona State University