Sacred Knowledge and Decolonial Love: Applied Principles of Ethnic Studies Pedagogy

Session Type: Symposium

Abstract

Decoloniality occurs simultaneously alongside coloniality. The role of the citizen-scholar in accepting educational responsibility is to actively walk this path. This symposium, then, investigates ways of preserving sacred knowledge and decolonial love while rejecting coloniality. It does so by investigating the questions, how might decolonial love inspire processes of humanization? What values, principles, and sacred knowledge guide the application of ES pedagogy within organizations? How might decoloniality be mapped from these processes? Drawing from Ethnic Studies pedagogy and Indigenous epistemologies, this symposium applies critical ethnography in three community contexts -- a school district, an ES classroom, and new school design. This scholarship additionally seeks to protect the authenticity, fidelity, and sacredness of ES pedagogy as California implements ES across the state.

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Inquiry, Transformation, and Communities

Chair

• G. T. Reyes, California State University - East Bay

Papers

• Sacredness in an Ethnic Studies Classroom: Self-Reflection, Humility, and Other Moments of Reconciliation - Orlando Leonel Carreon, University of California - Davis

• Decolonial Love in High School Ethnic Studies Classrooms - Jocyl Sacramento, California State University - East Bay

• These Are the Breakdowns, Breakups, and Breakouts: A Decolonial, Critical Race Mixtape of THUGLIFE and the Homies Empowerment Community High School for Oakland Success (HECHOS) - G. T. Reyes, California State University - East Bay

Discussant

• Allyson Tintiangco-Cubales, San Francisco State University