Resistant, Transnational, and Translanguaging Traditions of the Rio Grande Valley, Aztlán: Advancing the Decolonizing Imperative in Critical Pedagogies

Abstract

Our essay sketches resistant, transnational, and translanguaging traditions of the Rio Grande Valley (RGV), Aztlán and conjugates them with our critical curricular-pedagogical praxis. After an introductory section, we frame our essay between transnational intellectual traditions critical place-based pedagogies. Following our framings, we provide a brief overview of resistant RGV traditions and render three of the tradition’s books. These books include Américo Paredes’ , Rolando Hinojosa’s, and Gloria Anzaldúa’s. Each of these works provide key content for critical curricular-pedagogical praxis in our region by providing contextualized critical content. These works provide examples of resistant, transnational, and translanguaging traditions from our region. The analysis of these resources provided in our discussion draws out a trio of historicized bioregional concepts that inform our learning, teaching, and research in the RGV, Aztlán. These analytical concepts include the historicity of decolonial praxis, mestizx conceptualization, and bioregional communality. Finally, in our conclusion, we return to the notion of critical curricular-pedagogical praxis to advance the decolonizing imperative in critical pedagogies.

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Resistant, Transnational, and Translanguaging Traditions of the Rio Grande Valley, Aztlán: Advancing the Decolonizing Imperative in Critical Pedagogies

Stream C

Our essay sketches resistant, transnational, and translanguaging traditions of the Rio Grande Valley (RGV), Aztlán and conjugates them with our critical curricular-pedagogical praxis. After an introductory section, we frame our essay between transnational intellectual traditions critical place-based pedagogies. Following our framings, we provide a brief overview of resistant RGV traditions and render three of the tradition’s books. These books include Américo Paredes’ , Rolando Hinojosa’s, and Gloria Anzaldúa’s. Each of these works provide key content for critical curricular-pedagogical praxis in our region by providing contextualized critical content. These works provide examples of resistant, transnational, and translanguaging traditions from our region. The analysis of these resources provided in our discussion draws out a trio of historicized bioregional concepts that inform our learning, teaching, and research in the RGV, Aztlán. These analytical concepts include the historicity of decolonial praxis, mestizx conceptualization, and bioregional communality. Finally, in our conclusion, we return to the notion of critical curricular-pedagogical praxis to advance the decolonizing imperative in critical pedagogies.