Coloniality of Whiteness in El Sur de Tejas, Aztlan
Abstract
Our research report seeks to provide an historicized and socially contextualized answer to the following question: Do Mexican-American science teachers whiten their Mexican-American students? Rather than focusing exclusively on the teachers’ as whitening agents, our report follows an understanding of the coloniality of whiteness directly into the schooling contexts in el Sur de Tejas, Aztlán. Our critical framings allow us to follow newly theorized research in subject area teaching with special reference to science and STEM education. Our use of ethnographic case study method complements our aims of adding to newly theorized research in STEM by methodologically setting the stage for historicized and contextualized qualitative studies of teaching and learning in context. Our findings articulate the pernicious works of the coloniality of whiteness with specific reference to the overwhelming presence of the English language and English in standardized science education curriculum along with teachers’ exigencies to implement and manage demands of standardized tests.
Presentation Description
Unavailable
Location
Stream A
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Luna, Nora, "Coloniality of Whiteness in El Sur de Tejas, Aztlan" (2021). Curriculum Studies Summer Collaborative. 70.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/70
Coloniality of Whiteness in El Sur de Tejas, Aztlan
Stream A
Our research report seeks to provide an historicized and socially contextualized answer to the following question: Do Mexican-American science teachers whiten their Mexican-American students? Rather than focusing exclusively on the teachers’ as whitening agents, our report follows an understanding of the coloniality of whiteness directly into the schooling contexts in el Sur de Tejas, Aztlán. Our critical framings allow us to follow newly theorized research in subject area teaching with special reference to science and STEM education. Our use of ethnographic case study method complements our aims of adding to newly theorized research in STEM by methodologically setting the stage for historicized and contextualized qualitative studies of teaching and learning in context. Our findings articulate the pernicious works of the coloniality of whiteness with specific reference to the overwhelming presence of the English language and English in standardized science education curriculum along with teachers’ exigencies to implement and manage demands of standardized tests.
