This book is a collection of empirical scholarship on curriculum connected to the Latinx diaspora from three perspectives: curriculum as content/subject matter; curriculum for schools' goals, objectives, and purposes; and curriculum as autobiography.
This book is a collection of empirical scholarship on curriculum connected to the Latinx diaspora from three perspectives: curriculum as content/subject matter; curriculum for schools' goals, objectives, and purposes; and curriculum as autobiography.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Edited by Theodorea Regina Berry; Mariela Rodríguez and Crystal A. Kalinec Craig - Contributions by Martha Allexsaht-Snider; Ann M. Avilés; Richard D. Benson II; Juan F. Carrillo; Erica R. Dávila; Lynette Guzmán; Alba Isabel Lamar; Cristina Valencia Mazza
Inhaltsangabe
Prologue Acknowledgments Introduction Section One: Latinx Curriculum and Content/Subject Matter Chapter 1: Insurrection and the Decolonial Imaginary at Academia Cuauhtli: The Liberating Potential of Third Space Pedagogies in a Third Space, Angela Valenzuela Chapter 2: "To Serve the People": Transformational Praxis of the Chicago Young Lords, Ann Aviles, Richard Benson, and Erica Davila Chapter 3: Mathematics for Borderland Identities, Cristina Valencia Mazzanti and Martha Allexsaht-Snider Section Two: Latinx Curriculum in Schools: Addressing Goals, Objectives, and Purposes Chapter 4: Southern Latinxs: Toward a Curricular Epistemology of Dissent and Possibility, Juan F. Carrillo and Lucia I. Mock Muñoz de Luna Chapter 5: "Illegality" and the Curriculum: Making New Civics with Undocumented Activists, Jesús A. Tirado Chapter 6: Radical Literacy: Building Curriculum on Mexican American Youth's Lived Experiences, Stacy Saathoff Section Three: Latinx Currere, Latinx Curriculum as Autobiographical Chapter 7: Conocimientos Míos: Engaging Possibilities for School Curriculum, Alba Isabel Lamar and Lynette DeAun Guzmán Chapter 8: "Un Puño de Tierra": Curriculum and Pedagogy Theorizing Along the U.S./Mexico Border, Ganiva Reyes Chapter 9: Currere from the Borderlands: An Exercise in Possibilities for Latinx Transgender Visibility, Mario Itzel Suárez Epilogue About the Authors
Prologue Acknowledgments Introduction Section One: Latinx Curriculum and Content/Subject Matter Chapter 1: Insurrection and the Decolonial Imaginary at Academia Cuauhtli: The Liberating Potential of Third Space Pedagogies in a Third Space, Angela Valenzuela Chapter 2: "To Serve the People": Transformational Praxis of the Chicago Young Lords, Ann Aviles, Richard Benson, and Erica Davila Chapter 3: Mathematics for Borderland Identities, Cristina Valencia Mazzanti and Martha Allexsaht-Snider Section Two: Latinx Curriculum in Schools: Addressing Goals, Objectives, and Purposes Chapter 4: Southern Latinxs: Toward a Curricular Epistemology of Dissent and Possibility, Juan F. Carrillo and Lucia I. Mock Muñoz de Luna Chapter 5: "Illegality" and the Curriculum: Making New Civics with Undocumented Activists, Jesús A. Tirado Chapter 6: Radical Literacy: Building Curriculum on Mexican American Youth's Lived Experiences, Stacy Saathoff Section Three: Latinx Currere, Latinx Curriculum as Autobiographical Chapter 7: Conocimientos Míos: Engaging Possibilities for School Curriculum, Alba Isabel Lamar and Lynette DeAun Guzmán Chapter 8: "Un Puño de Tierra": Curriculum and Pedagogy Theorizing Along the U.S./Mexico Border, Ganiva Reyes Chapter 9: Currere from the Borderlands: An Exercise in Possibilities for Latinx Transgender Visibility, Mario Itzel Suárez Epilogue About the Authors
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