Decolonial Pedagogical Practices: Mestizaje and Critical Feminism

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Decolonial Pedagogies, Feminism, and Geopolitics (Table 6)

Abstract

This paper reunites two investigations that share the teacher inquiry communities methodology and decolonial theories. One research took place across borders, with Mexican teachers who come from diverse contexts and backgrounds, some located in the United States and others in Mexico. The purpose of this research was to explore mestizaje as an element of decolonial pedagogical practices for this group of teachers. The second research was conducted along with Mexican women teachers working in highly marginalized contexts. The purpose of this community was to investigate how to create feminist pedagogical practices that influence the elimination of violence against girls and adolescents in Mexico. This paper presents three results, one from each investigation and a third as a whole.

Authors

• Ericka Graciela Staufert-Reyes, University of Pennsylvania

• Rita Gracián, University of Pennsylvania