Latinx Curriculum Theorizing

by Martha Allexsaht-Snider (Contribution by), Ann M. Avilés (Contribution by), Richard D. Benson II (Contribution by), Juan F. Carrillo (Contribution by), Erica R. Dávila (Contribution by)

Overview

This edited volume is a collection of empirical scholarship that focuses on curriculum as knowledge connected to the Latinx diaspora from three perspectives: content/subject matter; goals, objectives, and purposes; and experiences. In an effort to fill a void in scholarship in curriculum studies/theory for/from Latinx perspectives, this book is a beginning toward answering two important questions: first, what is the significance of the presence and absence of Latinx curriculum theorizing? And second, in what ways is Latinx curriculum theorizing connected to curriculum, as a general concept, schools’ purposes, goals, and objectives and curriculum as autobiographical? This book opens a door into understanding curriculum for/from an important population in U.S. society.

Product Details

ISBN-13:	9781498573818
Publisher:	Bloomsbury Publishing
Publication date:	02/05/2019
Series:	Race and Education in the Twenty-First Century
Sold by:	Barnes & Noble
Format:	eBook
Pages:	186
File size:	557 KB

About the Author

Theodorea Regina Berry is professor and chair of the Department of African American studies at San Jose State University.

Crystal Kalinec Craig is assistant professor of mathematics education in the Department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio.

Maríela A. Rodriguez professor in the Department of Educational Leadership and Policy Studies and associate dean of teaching, learning, and professional development for the graduate school at the University of Texas at San Antonio.

Table of Contents

Prologue

Acknowledgments

Introduction

Section One: Latinx Curriculum and Content/Subject Matter

Chapter 1: Insurrection and the Decolonial Imaginary at Academia Cuauhtli: The Liberating Potential of Third Space Pedagogies in a Third Space, Angela Valenzuela

Chapter 2: “To Serve the People”: Transformational Praxis of the Chicago Young Lords, Ann Aviles, Richard Benson, and Erica Davila

Chapter 3: Mathematics for Borderland Identities, Cristina Valencia Mazzanti and Martha Allexsaht-Snider

Section Two: Latinx Curriculum in Schools: Addressing Goals, Objectives, and Purposes

Chapter 4: Southern Latinxs: Toward a Curricular Epistemology of Dissent and Possibility, Juan F. Carrillo and Lucia I. Mock Muñoz de Luna

Chapter 5: “Illegality” and the Curriculum: Making New Civics with Undocumented Activists, Jesús A. Tirado

Chapter 6: Radical Literacy: Building Curriculum on Mexican American Youth’s Lived Experiences, Stacy Saathoff

Section Three: Latinx Currere, Latinx Curriculum as Autobiographical

Chapter 7: Conocimientos Míos: Engaging Possibilities for School Curriculum, Alba Isabel Lamar and Lynette DeAun Guzmán

Chapter 8: “Un Puño de Tierra”: Curriculum and Pedagogy Theorizing Along the U.S./Mexico Border, Ganiva Reyes

Chapter 9: Currere from the Borderlands: An Exercise in Possibilities for Latinx Transgender Visibility, Mario Itzel Suárez

Epilogue

About the Authors