Latinx Curriculum Theorizing

Häftad, Engelska, 2023

Av Theodorea Regina Berry, Mariela Rodríguez, Crystal A. Kalinec Craig, Mariela Rodriguez

539 kr

Beställningsvara. Skickas inom 5-8 vardagar

Fri frakt för medlemmar vid köp för minst 249 kr.

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.

Produktinformation

Utgivningsdatum2023-04-05
Mått154 x 224 x 14 mm
Vikt290 g
FormatHäftad
SpråkEngelska
SerieRace and Education in the Twenty-First Century
Antal sidor186
FörlagBloomsbury Publishing Plc
ISBN9781498573825

Tillhör följande kategorier

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 is 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