Toward Decolonial Classrooms and Learning: Disrupting Dominant and Normative Practices of Language, Literacies, and Culture

Session Type: Symposium

Abstract

Central to critical pedagogy is the ability to pause, analyze, disrupt, and transform normative practices where structures of power are reproduced in subtle and covert ways. Similarly, the 2022 AERA call challenges us to “dismantle, redesign, and reconstruct systems that have reinforced and propagated structural racism, anti-Blackness, and educational injustice for minoritized people.” As former secondary English, male teachers of color, we know how the legacy of dismemberment, detachment, dispossession, and dehumanization has left youth of color disconnected to their ancestral knowledge, histories, culture, spirituality, and the natural world. The work of decolonizing ourselves and our students requires one to critically examine the multitude of communicative media that surround us; canonical literary texts, discourse practices, and even non-text bound media.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Languages, Literacies, and Representations

Chair

• Rubén A. González, Stanford University

Papers

• "We Have to Bring It Real Hard": Exploring Critical Race English Education Through a Critical Family Book Club - Lamar L. Johnson, Michigan State University

• I Love Myself: Decolonial, Critical Race Love Letters for the Long Haul - G.T. Reyes, California State University - East Bay

• Black and Latinx Youth Ingenuity: Toward Solidarities in Classroom Everyday Interactions - Danny C. Martinez, University of California - Davis

• We Code for Joy and Hope: Centering Critical Computational Expression as a Framework for Liberation - Clifford H. Lee, Northeastern University

Discussant

• Edward R. Curammeng, California State University - Dominguez Hills