A Curriculum of the Borderlands: High School Chicana/o-Latina/o Studies as "Sitios y Lengua"

Autor/in	de los Rios, Cati V.
Titel	A Curriculum of the Borderlands: High School Chicana/o-Latina/o Studies as "Sitios y Lengua"
Quelle	In: Urban Review: Issues and Ideas in Public Education, 45 (2013) 1, S.58-73 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-012-0224-3
Schlagwörter	High School Students; Hispanic American Students; Grade 11; Grade 12; Ethnic Studies; Hispanic Americans; Mexican Americans; Student Experience; State Legislation; Educational Policy; Social Change; Arizona; California + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Studienerfahrung; Landesrecht; Politics of education; Bildungspolitik; Sozialer Wandel; Kalifornien
Abstract	Drawing from a nine-month critical teacher inquiry investigation, this article examines the experiences of eleventh and twelfth grade students who participated in a year-long Chicana/o-Latina/o Studies course in California shortly after the passing of Arizona House Bill 2281 (HB 2281). Through a borderlands analysis, I explore how these students describe their experiences participating in such a course, and in doing so, debunk some of the myths upon which HB 2281 was constructed. I find that these classroom experiences served as "sitios y lenguas" (decolonizing spaces and discourses; Perez in The decolonial imaginary: Writing Chicanas into history, Indiana University Press, Bloomington, 1998) in which high school students were able to reflect on the ongoing transformation of their social, political, and ethnic identities, and developed a relational ontological base. This article explores the physical and metaphorical borders (Anzaldua in "Borderlands/La frontera: The new mestiza," Jossey-Bass, San Francisco 1987) that Chicana/o and Latina/o youth navigate and challenge while simultaneously working for social change in their communities. Lastly, it conveys what we stand to lose if the decolonizing spaces and discourse constructed in Ethnic Studies courses become casualties of xenophobic policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10