Chicana/Latina Feminista Plática Methodology as a Praxis of Solidarity

• In Event: Chicana/Latina Feminista Pláticas in Educational Research: Pedagogy and Praxis

Abstract

Objective
While many scholars incorporate a Chicana/Latina Feminista (CLF) plática methodology (Fierros & Delgado Bernal, 2016) in their research, in this presentation we examine how a CLF plática methodology can also inform a praxis of solidarity, particularly for Black and non-Black contingent faculty of color in higher education. This presentation explores how utilizing a CLF plática methodology while working as contingent faculty at a PWI in north Texas helped two women of color craft a praxis of solidarity that: developed community; provided a relationship and the space to strategize on how to respond to white supremacist violence; presented opportunities to discharge and heal; as well as engage in collaborative mentorship and research with each other.

Theoretical framework
This presentation draws from Chicana/Latina feminista (CLF) plática methodology, which is one of many contributions made to the theory and practice of qualitative research by Chicanx/Latinx feminist scholars (Fierros and Delgado Bernal, 2016). Rooted in the history of women of color feminisms along with the everyday pedagogical practices that occur in Chicanx/Latinx communities, CLF plática methodology stems from the recognition that Chicanx/Latinx communities are experts of their lives who engage in knowledge production, theory, and resistance daily which can contribute to social transformation (Delgado Bernal, Elenes, Godinez, and Villenas, 2006; Moraga and Anzaldúa, 1983).

Methods/modes of inquiry
Fierros and Delgado Bernal (2016) identify five main principles that reflect a CLF plática methodology: the research is 1) rooted in decolonial feminista thought; 2) is relational in its recognition of participants as co-constructors of knowledge; 3) centers the everyday; 4) incorporates healing; and 5) relies on reciprocity and vulnerability in the research process. We utilized these five principles of a CLF plática methodology in our engagement with each other as a Black female lecturer and a non-Black Chicana lecturer working in exploitative temporary positions. Data for this presentation comes from our individual written critical reflections, as well as our pláticas with each other.

Findings
A CLF plática methodology as a praxis of solidarity generated the following findings: 1) It facilitated community building across disciplines and across cultures, bridging Chicanx/Latinx and Black feminist epistemologies and praxes; 2) It offered strategies for organizing against white supremacist violence experienced in the academy, centering Black women in the process; 3) It facilitated a process of healing. Findings also suggest the importance of CLF plática methodology in mentoring faculty and staff, as well as graduate students.

Scholarly significance
The significance of this work is that it extends a CLF plática methodology beyond a framing of solely a research process, and expands the principles of this methodology into praxis, mentorship, and community building in higher education. As such, a CLF plática methodology is not only what you use to engage in liberatory research, but it is what you do daily to engage in liberatory work within academia and in the community. Further, this work is significant as it highlights a praxis of solidarity that centers Black women within higher education.

Authors

• Lynn Hampton, Texas Christian University

• Sylvia Mendoza, University of Texas - San Antonio