Social Foundations and the Emergence of Relationality/Decoloniality in a Chicano Studies Course

• In Event: Saturday Roundtable Session 1
  In Paper Session: Relational Futures: Borderlands, Belonging, and Reimagining Education

Abstract

Theoretically framed by relationality and decoloniality, this autoethnographic study explores the introduction of social foundations content into a service-learning course at a large midwestern university. The findings demonstrate that including social foundations content, such as content from philosophy of education, can serve as a powerful method for fostering undergraduate learning, relationality, and a sense of accountability to local communities of Color. The study provides implications for researchers and educators seeking to promote decoloniality, advocacy and relationality for students both within and outside of institutionalized schooling.

Author

• Ramon Vasquez, University of Minnesota-Twin Cities