Generating Transworld Pedagogy

Belinda Bustos Flores is professor and chair in the Department of Bicultural/Bilingual Studies at the University of Texas at San Antonio. In 2011, Dr. Flores was lead editor for Teacher Preparation for Bilingual Student Populations: Educar para Transformar. Olga A. Vásquez is associate professor in the Department of Communication at the University of California, San Diego. She is the author of La Clase Mágica: Imagining Optimal Possibilities in a Bilingual Community of Learners, published in 2002.Ellen Riojas Clark is professor emeritus in the Department of Bicultural/Bilingual Studies at the University of Texas at San Antonio. She serves as the Research Coordinator for the UTSA Academy for Teacher Excellence.

• Foreword: La Clase Mágica: An enduring prototype for the new Latin DiasporaKris D. Gutiérrez Part I. Embracing a Transview WorldChapter 1: ¡Adelante! El mundo nuevo: Educating the New Generation of the 21st Century Belinda Bustos Flores, Olga A. Vásquez, and Ellen Riojas ClarkChapter 2: Una Pedagogía Transmundial/A Transworld Pedagogy: Anchoring Theory to the Sacred SciencesOlga A. Vásquez, Ellen Riojas Clark, and Belinda Bustos FloresChapter 3: La Clase Mágica: Creating Opportunities for Transformative LearningMayra Martínez AvidadPart II. Transcending Borders as Transworld CitizensChapter 4: Resisting Epistemological Exclusion and Inserting La Clase Mágica into State-level Policy Discourses Patricia López and Angela ValenzuelaChapter 5: Unearthing the Sacred Knowledge: Connecting with the Community Lorena Claeys & Henri Muñoz Chapter 6: Digitizing El Laberinto: Integrating Technology,Playing withLanguage and Culture for the 21st Century Patricia Sánchez, Timothy T. Yuen, Macneil Shonle, Theresa Lara DeHoyos, Lisa Santillán, & Adriana GarcíaPart III. Enacting Transworld PedagogyChapter 7: Preparing Aspirantes: Synchronizing Culture and Digital MediaIliana AlanísChapter 8: Aspirantes’ Consejos on El Maga and the Role of Technology Maria Arreguín-Anderson & Kimberley KennedyChapter 9: Latino Children: Constructing Identities, Voices, Linguistic, and Cultural UnderstandingsLucila Ek, Adriana García, & Armando GarzaChapter 10: Digital Literacies and Latino Literature Supporting Children’s Inquires Carmen Martínez RoldánChapter 11: Chanzas: The ‘Probability’ of Changing the Ecology of Mathematical Activity Craig Willey, Carlos Leiva López, Zayoni Torres, and Lena Licón KhistyChapter 12: El Mundo en la Palma de la Mano [The World in the Palm of the Hand]:Bridging Families’ Multigenerational Technology GapsMargarita Machado-CasasPart IV. Evolving through InnovationChapter 13: La Clase Mágica International: Adapting to New Sociocultural ContextsBeatriz Macías Gómez-Estern and Olga A. VásquezChapter 14: Iluminadas a través de Cosmovisión: A New Age of Enlightenment for Pedagogía TransmundialEllen Riojas Clark, Belinda Bustos Flores, and Olga A. Vásquez

The challenging of entrenched practices and historical perspectives that reinforce hegemonic constructions of teaching effectiveness and student learning are deconstructed through the reimagining of 'La Clase Mágica' as proposed in Generating Transworld Pedagogy. Deeply entrenched institutional discourses that perpetuate and privilege dominant constructions of how learning occurs are examined. Specific attention is given to the social construction of processes that reduce learning to linear, Western-imbued representations, and limitations that have been imposed on bilingual learners. Contributors to this book advocate for re-envisioning educational practices by shifting current boundaries, integrating new technologies, embracing indigenous 'funds of knowledge' as valued and legitimate forms of cultural capital, recognizing and realigning communal experiences as inclusive critical reflections of knowledge from diverse communities, and embracing opportunities for student voices to powerfully contribute to the enterprise of their own learning. The historical contributions of ancestors, along with the diversity of context and content emerging through formal and informal productions of knowledge define the space for various stakeholders to contribute to expanding current repertoires of practice that can inform and eventually transform learning, thus 'generating transworld pedagogy.' Summing Up: Recommended. Research and professional collections.