A Conceptual Infrastructure for Culturally Sustaining Science Practices in the Rio Grande Valley, Aztlán: Creating Agentes de Cambio

• In Event: Indigenous and Justice World-Remaking: Curriculum of Bodies and Land

Abstract

The purpose of this essay is to challenge the standardized hegemonic science curriculum that excludes Chicanxs cultural representation within the standardized curriculum by countering with a decolonial conceptual infrastructure in preliminary development called the Quinquepartite Curricular Model (QCM). Our model empowers Chicana preservice teachers in our region by utilizing the underpinnings of social justice to articulate culturally sustainable practices relevant to Chicana preservice teachers in our region. QCM weaves Rawlsian social justice, Chicana feminist epistemologies, critical based pedagogies, land-based education and pluralistic and culturally sustainable practices. The nexus of the QCM framework draws from Paulo Freire’s notion of conscientization, which places our Chicana preservice teachers or our region as agentes de cambio.

Authors

• Patricia Ramirez, University of Texas Rio Grande Valley

• James Jupp