Se Hace Camino al Andar

• In Event: Academia Cuauhtli: Crafting an Architecture of Authentic Cariño

Abstract

The purpose and results
The purpose of this presentation is to examine how our own personal and professional lived experiences shaped our roles and decision-making as participatory action researchers and Academia Cuauhtli coordinators. Prior to serving in Cuauhtli, we each had years of experience working as educators, educational leaders, and educational researchers in traditional public and charter school settings. Like countless critical scholars, we found that in traditional schools, the barriers to providing a culturally and linguistically sustaining education are extensive and creating meaningful systemic change through our roles felt impossible. We were each drawn to the promise Academia Cuauhtli represented, the possibility of creating an educational space that felt safe for our students, families and teachers and where we could develop and provide an education that was liberating. Since the birth of Academia Cuauhtli in 2013, the authors have written and presented work that examines the impact of Cuauhtli on the teachers and the curriculum development but we are yet to formally analyze the structure and leadership components. This paper seeks to examine the motivation that lies at the heart-center of our work and how this contributed to the co-creation of Cuauthli and the policies and practice.

Theoretical Framework
Ecologies of knowing posits that knowledge is co-created in relation to others (Guajardo et al., 2016). We draw from this framework to examine how our role in relation with our community contributed to the co-creation of Academia Cuauhtli.

Methods and Data Sources
Employing autoethnography and critical ethnography, we revisit our vast archival data collection and discuss our roles (Ellis, 2009; Foley & Valenzuela, 2005). This data collection includes 8 years of Academia Cuauhtli meeting agendas and notes, semi-structured interviews with educators, and ethnographic notes.

Scholarly significance
While the programmatic structure, policies, and practices were co-created within the Cuauthli community, there was intentionality in how we guided the decision making. Ultimately, it was our desire to ensure we did not replicate a traditional system of education that is silencing and oppressive of our Latinx students, families, and communities.

References:
Guajardo, M. A., Guajardo, F., Janson, C., & Militello, M. (2016). Reframing community partnerships in education: Uniting the power of place and wisdom of people.

Ellis, C. (2009). Autoethnography as method.
Foley, D., & Valenzuela, A. (2005). Critical ethnography. The Sage handbook of qualitative research, 217-234.

Authors

• Brenda Rubio, University of North Texas

• Randy C. Bell, University of North Texas

• Anthony Martinez, University of Texas at Austin