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Pub Date: |
2009-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Researchers; Epistemology; Philosophy; Identification; Females; Mexican Americans; Graduate Students; Feminism; Social Action; Consciousness Raising; Critical Thinking
Abstract:
The Xicana Sacred Space resulted from an effort to develop a framework that would center the complexities of Chicana ontology and epistemology as they relate to social action projects in our communities. Claiming indigenous roots and ways of knowing, the Xicana Sacred Space functions as a decolonizing tool by displacing androcentric and Western linear notions of research in favor of a Mestiza consciousness (Anzaldua, 1999). Organically born, the space proved to be an important source of knowledge, strength, inspiration, and reflexivity for the authors in their journey as graduate students. Here the authors explain how the space evolved and detail its promise as a tool for raising consciousness, gaining strength, cultivating cultural intuition (Delgado Bernal, 1998), examining positionalities and standpoints, and achieving intellectual growth among those interested in conducting decolonial, emancipatory, and feminist research and action projects. (Contains 5 notes.)
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Pub Date: |
2007-00-00 |
Pub Type(s): |
Books; Collected Works - General |
Peer Reviewed: |
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Descriptors:
Access to Education; Equal Education; Hispanic Americans; Hispanic American Students; Federal Legislation; Racial Differences; Racial Discrimination; Curriculum Development; Teacher Shortage; Academic Achievement; Guides; English (Second Language); Bilingual Teachers; Bilingual Education
Abstract:
Latinos in the United States have fought hard to attain equality, especially in the field of education. "The Praeger Handbook of Latino Education in the U.S." focuses on this fight for equal educational access and represents a significant addition to American educational literature. The contributors to this volume reveal that many Latino children still face challenges that were present many decades ago. In addition to such obstacles as cultural conflicts and racism, they also face teachers, curricula, and assessments that are not always respectful to their backgrounds. Three major questions form the framework for this landmark work: (1) How can schools address issues of educational equity for Latino students in the U.S. (2) How can curricula be reformed to address the needs of these students? (3) How can scholars, community activists, and parents collaborate for the benefit of Latino learners in the U.S.? This book consists of two volumes. The volumes present A-Z thematic entries written by contemporary scholars capable of encouraging dialogue and further investigative readings. The entries include informative and narrative pieces describing the salient issues and the struggle for equity. The foreword to the volume is by Antonia Darder, Professor at the University of Illinois at Urbana-Champaign. The introduction is by set editor Lourdes Diaz Soto. Additional sections in the volumes include demographic tables and charts, an appendix with brief salient definitions, and photos depicting current and historical issues helping to personalize the educational daily-lived realities of Latinos/as in the U.S. Educators, parents, policy makers, and communities across the country will find this work a goldmine of detailed historical and current information. The contents of this second volume are divided into the following sections: (1) Foreword by Antonia Darder; (2) Acknowledgments; (3) Introduction; (4) Organization of the Volume; (5) Demographics; (6) Glossary; (7) Index; and (8) About the Editor and Contributors. [For Volume 1, see ED495101.]
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Pub Date: |
2007-00-00 |
Pub Type(s): |
Books; Collected Works - General; Reference Materials - General |
Peer Reviewed: |
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Descriptors:
Educational Change; Access to Education; Equal Education; Hispanic Americans; Hispanic American Students; Immigrants; Racial Discrimination; Cultural Awareness; Curriculum Development; Culturally Relevant Education; Cooperative Planning; Educational Quality
Abstract:
Latinos in the United States have fought hard to attain equality, especially in the field of education. "The Praeger Handbook of Latino Education in the U.S." focuses on this fight for equal educational access and represents a significant addition to American educational literature. The contributors to this volume reveal that many Latino children still face challenges that were present many decades ago. In addition to such obstacles as cultural conflicts and racism, they also face teachers, curricula, and assessments that are not always respectful to their backgrounds. Three major questions form the framework for this landmark work: (1) How can schools address issues of educational equity for Latino students in the U.S.? (2) How can curricula be reformed to address the needs of these students? and (3) How can scholars, community activists, and parents collaborate for the benefit of Latino learners in the U.S.? This book consists of two volumes. The volumes present A-Z thematic entries written by contemporary scholars capable of encouraging dialogue and further investigative readings. The entries include informative and narrative pieces describing the salient issues and the struggle for equity. The foreword to the volume is by Antonia Darder, Professor at the University of Illinois at Urbana-Champaign. The introduction is by set editor Lourdes Diaz Soto. Additional sections in the volumes include demographic tables and charts, an appendix with brief salient definitions, and photos depicting current and historical issues helping to personalize the educational daily-lived realities of Latinos/as in the U.S. Educators, parents, policy makers, and communities across the country will find this work a goldmine of detailed historical and current information. The contents of this first volume are divided into the following sections: (1) Foreword by Antonia Darder; (2) Acknowledgments; (3) Introduction; (4) Organization of the Volume; (5) Demographics; (6) Glossary; (7) Index; and (8) About the Editor and Contributors. [For Volume 2, see ED495102.]
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Author(s): |
Soto, Lourdes Diaz; Kharem, Haroon |
Source: |
International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, v7 n1 p21-34 2006 |
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Pub Date: |
2006-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Power Structure; Democracy; Linguistics; Multilingualism; Monolingualism; Foreign Policy; Cultural Education; Language Maintenance; Cultural Maintenance; Childrens Rights
Abstract:
In this article, the authors draw attention to the need for ethnolinguistic democracy at a time when linguistic and cultural issues are significantly impacting how schools, educators, students, and curriculum are perceived. The authors delineate the manifold acts of imperialism associated with the colonizing of young minds and bodies as culture and history are erased and then replaced with the dominant Western ideas of what universal knowledge should be. The drive to Americanize serves a narrow, specific purpose, allowing the colonizer to commit linguistic terrorism while forcing the colonized to masquerade in order to "make it" in American society. This type of domination of culture and language continues to perpetuate a social order where people of color are pushed further into the margins. In a post 9/11 U.S., the argument for a mono-lingual/mono-cultural education is touted as necessary for economic success as well as unification (and safety). This power struggle has nothing to do with economics, but rather continued power/control by the colonizer. The authors stress that there is a need to advocate for the maintenance of home language and culture so that all individuals will experience academic success and, more importantly, to foster identity allowing all to be truly democratic participants in communities striving for solidarity as well as the common good. The authors argue that in a post monolingual society, educational rights begin with linguistic rights. Children have the linguistic human right to learn their home language and it is in the best interest of all at a national/international level to be multilingual. Finally, the authors stress that critical education must value multilingualism in order to be truly democratic, decolonizing, and liberating.
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Author(s): |
Soto, Lourdes Diaz |
Source: |
Taboo: The Journal of Culture and Education, v9 n2 p91-96 Fall-Win 2005 |
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Pub Date: |
2005-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Ideology; Peace; Violence; Global Approach; Political Attitudes
Abstract:
This author states that the energy from frustration with the political, with the aggressive, with the patriarchal, with the privileged, with the capitalist, with the racist, with the sexist tends to make people feel quite powerless as the neo-liberals continue to exert their all encompassing right wing ideologies. This patriarchal racist/sexist/capitalist agenda has meant that human rights, economic dignity, and social equity have been sacrificed to benefit a few ideologues. In this essay, the author shares nine ideas that she believes reflect a critical perspective and speak to future needed directions in U.S. peace education. A critical perspective that relies on guidance from multiple lenses may be capable of demystifying the complexities of peace education.
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