Latinx Curriculum Theorizing

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.

• PrologueAcknowledgmentsIntroductionSection One: Latinx Curriculum and Content/Subject MatterChapter 1: Insurrection and the Decolonial Imaginary at Academia Cuauhtli: The Liberating Potential of Third Space Pedagogies in a Third Space, Angela ValenzuelaChapter 2: “To Serve the People”: Transformational Praxis of the Chicago Young Lords, Ann Aviles, Richard Benson, and Erica DavilaChapter 3: Mathematics for Borderland Identities, Cristina Valencia Mazzanti and Martha Allexsaht-SniderSection Two: Latinx Curriculum in Schools: Addressing Goals, Objectives, and PurposesChapter 4: Southern Latinxs: Toward a Curricular Epistemology of Dissent and Possibility, Juan F. Carrillo and Lucia I. Mock Muñoz de LunaChapter 5: “Illegality” and the Curriculum: Making New Civics with Undocumented Activists, Jesús A. TiradoChapter 6: Radical Literacy: Building Curriculum on Mexican American Youth’s Lived Experiences, Stacy SaathoffSection Three: Latinx Currere, Latinx Curriculum as AutobiographicalChapter 7: Conocimientos Míos: Engaging Possibilities for School Curriculum, Alba Isabel Lamar and Lynette DeAun GuzmánChapter 8: “Un Puño de Tierra”: Curriculum and Pedagogy Theorizing Along the U.S./Mexico Border, Ganiva ReyesChapter 9: Currere from the Borderlands: An Exercise in Possibilities for Latinx Transgender Visibility, Mario Itzel SuárezEpilogueAbout the Authors