Autohistorias of Immigrant Chicana Educators in the Borderlands: Discrimination and School-Curriculum-and-Family Subtraction

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Disrupting Colonial Educational Spaces for Remedy and Repair (Table 12)

Abstract

Our research highlights the voices of Chicana immigrant educators using Gloria Anzaldúa’s notion of autohistorias as framework and method for revealing educators’ experiences of discrimination and identity subtraction in schools and by family. Autohistorias as theoretical framing emphasizes embodied and collective theorizing of Chicana immigrant educators. Autohistorias as method began with co-storiers’ theorizing in life-writings that were analyzed and extended in interviews and collective dialogues. Emerging from this process, we focus on two themes: (1) ongoing discrimination in schools and (2) identity subtraction from school and home. Overall, autohistorias provided for Chicanas emancipatory re-storying of discrimination and subtraction.

Authors

• Gricelda Eufracio, University of Texas - Rio Grande Valley

• James C. Jupp, University of Texas - Rio Grande Valley