Chicanx/Latinx Faculty and Students Navigating Whitestream Institutions Through Reciprocal Authentic Care

• In Event: Healing, Care, and Justice: Navigating Identities and Resilience in (P-20) Latinx Educational Spaces

Abstract

The purpose of this autoethnographic study was to investigate how the authors—two Chicanx faculty members—experience teaching in and navigating an HSI-designated institution where 65% of students are Chicanx/Latinx. A thematic analysis of the data generated important findings, specifically, the reality that our teaching is a relational and reciprocal act whereby we work to repair the effects of US schooling’s assimilative and subtractive processes through a pedagogical approach rooted in critical care. To this end, we forward what we call Reciprocal Authentic Care (RAC) between Chicanx/Latinx faculty and students as encompassing our shared histories, commitments to comunidad, and reciprocal support for our retention. This work is a call to recognize and support Chicanx/Latinx faculty in leading “just educational renewal.”

Authors

• Diane Nevarez, California State University - Stanislaus

• Arturo Nevárez, California State University - Stanislaus