Unbordering Curriculum: Claiming Identity Through Cultural History With Latinx Youth

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Colliding Borders: Black and Brown Diasporic Pedagogies (Table 9)

Abstract

This study explores the impact of Student Powered Pedagogy (SPP), a critical asset-based pedagogical framework, used in studying cultural history with Latina youth in a community-based setting. The research contributes to the scholarship by providing insights into the relationship between curriculum content and more positive youth identity development. Participants engaged in collaborative learning opportunities, working alongside caring mentors and peers in a shared learning process emphasizing mutual respect, dialogue, and equitable responsibility. The research highlights the importance of including cultural history in educational settings to foster self-awareness, ethnic identity understanding, cultural pride, and belonging. Findings offer insights for educators and community practitioners aiming to promote cultural awareness, future civic action, and identity affirmation, including Border Identity understandings.

Authors

• Eric Alvarez, Arizona State University

• Carlos R. Casanova, Arizona State University

• Reyna Paulina Cruz Valenzuela, Pomona College