Arrebatando Experiencias Escolares
Abstract
Infusing Chicanx Studies into Chicana Preservice Teachers Social Studies Methods ClassesThis research report explores Chicana preservice teachers’ experiences of Chicanx studies curriculum in social studies methods classes. Drawing on itinerant curriculum theory, this report works at the intersections of decolonial theory, ethnic studies curriculum, and Chicanx studies as framings, with a special focus on Gloria Anzaldúa’s conceptual content. Within a large Hispanic Serving Institution in the US-México borderlands, this report uses plática as critical and culturally sustainable research method to render the experiences of the participants and researchers. Data collected here included discussions on culturally sustainable teaching, discussions on decolonization, and student projects on Chicanx studies. Analyzed via qualitative thematic coding, findings emphasized that infusing Chicanx Studies into preservice teachers social studies methods curriculum gave Chicana pre-service teachers the opportunity to think critically about whitestream standardized curriculum along with emergent commitments toward culturally sustainable teaching.
Presentation Description
Unavailable
Location
Stream A
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Garza, Raul, "Arrebatando Experiencias Escolares" (2021). Curriculum Studies Summer Collaborative. 68.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/68
Arrebatando Experiencias Escolares
Stream A
Infusing Chicanx Studies into Chicana Preservice Teachers Social Studies Methods ClassesThis research report explores Chicana preservice teachers’ experiences of Chicanx studies curriculum in social studies methods classes. Drawing on itinerant curriculum theory, this report works at the intersections of decolonial theory, ethnic studies curriculum, and Chicanx studies as framings, with a special focus on Gloria Anzaldúa’s conceptual content. Within a large Hispanic Serving Institution in the US-México borderlands, this report uses plática as critical and culturally sustainable research method to render the experiences of the participants and researchers. Data collected here included discussions on culturally sustainable teaching, discussions on decolonization, and student projects on Chicanx studies. Analyzed via qualitative thematic coding, findings emphasized that infusing Chicanx Studies into preservice teachers social studies methods curriculum gave Chicana pre-service teachers the opportunity to think critically about whitestream standardized curriculum along with emergent commitments toward culturally sustainable teaching.
