Transformative Ruptures: Advancing Social Justice through Curriculum and Pedagogy

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: Conflict, Power, and Entanglements with Curriculum

Abstract

Through the pedagogical testimonios of Chicana faculty teaching fields of ethnic studies and education, this paper seeks to illustrate how “the classroom as a radical space” (hooks, 1994) can be cultivated through intentionally nurturing pedagogical transformative ruptures (Delgado Bernal and Aleman, 2017; Hannegan-Martinez et al., 2024) within classroom curriculum and instruction.

Authors

• Brianna R. Ramirez, Glendale Community College

• Ruby Osoria, California State University - San Marcos