Autoethnographic Reflexion: Chicana Feminist Border/Transformative Pedagogies and Human Rights Education

Autor/in	Elenes, C. Alejandra
Titel	Autoethnographic Reflexion: Chicana Feminist Border/Transformative Pedagogies and Human Rights Education
Quelle	In: Journal of Latinos and Education, 22 (2023) 3, S.1236-1249 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1938070
Schlagwörter	Autobiographies; Ethnography; Hispanic American Students; Feminism; Transformative Learning; Civil Rights; Reflection; Graduate Students; Ideology; Graduate Study; Seminars; Social Justice; Racism; Gender Bias; Social Bias; Homosexuality; Colonialism + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Ethnografie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Feminismus; Pädagogische Transformation; Bürgerrechte; Grundrechte; Zivilrecht; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ideologie; Seminar; Soziale Gerechtigkeit; Rassismus; Geschlechterstereotyp; Homosexualität; Kolonialismus
Abstract	Through the methodologies of critical reflexión and autoethnography, the author illustrates how border/transformative pedagogies and Anzaldúa's concepts of nos/otras and new tribalism proved useful in efforts to dismantle color- and colonial-blind ideologies, abstract liberalism, and binary and oppositional thinking among members of a graduate seminar in social justice and human rights. Investments in these discourses and unquestioned philosophical commitments to them limited seminars members' ability to openly talk about racism, sexism, homophobia, and colonialism. Applying the principles of border/transformative pedagogies, nos/otras, and new tribalism required hard work, in-depth reflexión, and deep listening to each other. As a result of this praxis, some members of the seminar were able to name their philosophical and political positions to work across what seemed to be insurmountable borders. In doing so, seminar members were able to begin to build bridges among multiple intersectional identities and philosophical positions. The author argues that these pedagogical practices are beneficial for human rights education in particular and educational practices in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01