Teaching Ethnic Studies With Anzaldúa's Concepts of Entering the Serpent, la Facultad, and Atravezada

• In Event: Anzaldúan-Informed Pedagogies in Higher Education: Corridos, Research Methods, Ethnic Studies, and Beyoncé

Abstract

Objective: Chicana Feminist Epistemologies contribute to the growing archive of pedagogies of resistance and transformation in Ethnic Studies (Calderon et al., 2012; Delgado- Bernal et al., 2012). These pedagogies are committed to naming and opposing colonial practices in teaching. In this piece, I explain how Anzaldua’s (2007) concepts entering the serpent, la facultad, and atravezada inform my pedagogy in Ethnic Studies. Also, how through these concepts one is invited to integrate testimonio as a pedagogical tool in building curriculum within Ethnic Studies. The first part of the paper introduces the literature on Anzalduan Chicana feminist theories. Part two of the paper is a description of my methodology and a portrait of the university where I adjunct. The final part of my paper is my educator testimonio where I speak about how I theorize and learn from bodily experiences as an adjunct in Ethnic Studies. Also, how Anzalduan Chicana feminist theories inform the creation of my syllabus as well as my praxis. I conclude by discussing how these concepts and the use of testimonio in class offer tools of reflection for Women of Color educator by providing language and strategies that help make sense of student’s reactions and responses as well as our own educator testimonio (Latina Feminist Group, 2001).

Theoretical Framework: This paper is guided by Anzalduan Chicana Feminist perspective. Being informed by a Chicana Feminist perspective in education, methodologically and pedagogically requires that we go beyond adopting a theoretical framework (Delgado-Bernal & Aleman, 2017). It asks that we grapple with our educator positionality, create space for alternate ways of knowing, affirm our epistemologies, and engage in the process of collective healing (Calderon et al., 2012). For this paper there are three Anzalduan Chicana Feminist concepts that I use to help me write my testimonio 1) entering the serpent, 2) la facultad, and 3) atravezada (Anzaldua, 2007). Anzaldua offers these three concepts to theorize the shedding, crossing, and movements that happen when teaching Ethnic Studies.

Methods & Data Sources: The data is my educator testimonio. The testimonio is a collection of experiences and reflections as an Ethnic Studies instructor.

Findings: The testimonio produced two findings: 1) despite teaching in Ethnic Studies, educators can’t escape the racialized, gendered, and colonial landscapes and/or legacies, and 2) teaching ethnic studies from an Anzalduan Chicana feminist perspective opens the classroom as a space for collective healing to take place.

Significance: The testimonio will highlight struggles and growth in teaching ethnic studies. It also a contribution to the collection of educator testimonios by Women of Color.

Author

• Nancy Huante-Tzintzun, California State University - Sacramento