Culturally Relevant Performance Pedagogies: Exploring the Value of AfroLatina/o Music Performance Projects at a Hispanic-Serving Institution

Autor/in	Cervantes, Marco
Titel	Culturally Relevant Performance Pedagogies: Exploring the Value of AfroLatina/o Music Performance Projects at a Hispanic-Serving Institution
Quelle	In: Association of Mexican American Educators Journal, 9 (2015) 2, S.69-77 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Culturally Relevant Education; Music Activities; Hispanic American Students; Colleges; Higher Education; Undergraduate Students; Undergraduate Study; Cultural Education; African Americans; Critical Thinking; Dance; Student Centered Learning; Texas + Suchen Sie Ihr Suchwort? Musikalische Aktion; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; College; Hochschule; Fachhochschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Grundstudium; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Afroamerikaner; Kritisches Denken; Tanz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Within this essay, I reflect on my students' final performative project in my undergraduate Latino Cultural Expressions class at a Hispanic-Serving Institution. I explore how culturally relevant performative pedagogies offer opportunities to examine culture in the classroom beyond mere celebrations of difference and aesthetics. Throughout the semester-long course, we conceptualize Latinidad as inclusive of Blackness and cover musical genres that reflect AfroLatina/o histories. This has led many students to recognize the importance of locating and exploring cultural expressions linked to AfroLatinidad and histories of political oppression and struggle. Thus, student performances prompt compelling dialogue involving race, place, and society where musical forms such as "cumbia," "bachata," and "son jarocho" offer opportunities to critically examine histories of conquest and enslavement of Indigenous and Black people. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01