Arrebatando experiencias escolares: Introducing Critical Elements of Culturally Sustainable Teaching to Chicana Educators for Aztlán

• In Event: Critical Pedagogies of Place in Aztlán, Gran México

Abstract

Objectives

The purpose of this paper is to critically explore lived tensions of experiences in integrating Chicanx studies into my social studies methods courses to integrate critical culturally sustainable content as an act of decolonizing a Euro-centered curriculum deep within the heart of Aztlan. This paper addresses the following questions: What does culturally sustainable teacher education look like in a Chicanx context? What might pre-service Chicanx teachers need to be able to develop competence in exploring Chicanx perspectives, as well as, how to teach from those perspectives in order to ensure the sustainability of Aztlan?

Perspective(s) or Theoretical Framework

Drawing on Itinerant Curriculum Theory (ICT), I “…assume a posture that slides constantly among several epistemological framework” (Paraskeva, 2011, p. 151), in the process of exploring decolonial theory, ethnic studies curriculum, and Chicanx studies through the works of Gloria Anzaldua.

Methods, Techniques, Modes of Inquiry

This paper draws on a case study using ethnographic elements via Rodriguez and Salinas (2019) to explore my lived curriculum in introducing Chicanx studies into my social studies methods courses (p. 139). The case study is an opportunity for me to reflect on my experiences with the pedagogy of introducing the Chicanx studies element to Chicana pre-service teachers within Aztlan. By reflecting on what students shared through their work with Chicanx content, I look to better understand the impact of adding the ethnic studies and decolonial component to students’ critical awareness of culturally relevant content.

Data Sources, Evidence, Objects, or Materials

Data sources for this study included three sets of data culled from student work completed during the Spring 2020 semester. The work consisted of three writing assignments in the form of two discussion question responses and one reflection paper.

Findings

Supplementing the decolonization of curriculum with an introduction of Chicanx studies allowed students to engage with and draw out some themes that are relevant to each of the epistemological frameworks. These themes are important to what Anzaldua calls “el arrebato” (an upheaval), nepantlismo (torn between ways, or double consciousness) and desconociemiento (not knowing, or not recognizing), and el compromiso (the compromise) and la nueva historia (bringing forth new personal and collective stories) (Anzaldúa, 2002).

Scholarly Significance

Ethnic studies programs such as Chicanx studies, Mexican-American studies, African American studies, and various other programs allow students to experience a curriculum that is relevant to them and that allows them to de-center their experience and their production of knowledge from the mainstream, Euro-centered curriculum.

References

Anzaldúa, G. E. (2002). Now let us shift. The path of conocimiento: Inner work, public acts. This bridge we call home: Radical visions for transformation. New York: Routledge.

Paraskeva, J. M. (2011). Conflicts in curriculum theory. New York, NY: Palgrave Macmillin.

Rodriguez, N. N. & Salinas, C. S. (2019). “La lucha todavia no ha terminado”/the struggle has not yet ended: Teaching immigration through testimonio and difficult funds of knowledge. Journal of Curriculum Theorizing, 34(3), 136-149.

Author

• Raul Garza, University of Texas Rio Grande Valley