Geographies of indigeneity: Indigenous migrant women’s organizing and translocal politics of place

Blackwell, Maylei

doi:10.1057/s41276-017-0060-4

Cited by 40 publications

(16 citation statements)

References 32 publications

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“…The Pomona High School student inquiry by de Los Ríos (2013, see also de los Ríos, 2017) and the reconstructing of the college classroom at PCC into a space of healing (Toscano-Villanueva, 2013; see also Toscano, 2016) represent ongoing efforts to break from Eurocentric teaching models. This is essential in a Los Angeles area that is home to the largest diaspora of Indigenous people (Alvitre, 2015;Blackwell, 2017). When teaching models have at their core the ancestral knowledge of students, they become culturally revitalizing/sustaining and eye opening to the educational and mental health needs of all students.…”

Section: Writing Approach and Methodologymentioning

confidence: 99%

Contesting Trauma and Violence through Indigeneity and a Decolonizing Pedagogy at Rio Hondo Community College

Garcia

2019

Journal of Latinos and Education

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Over a period of nine years (2011-2019), I have had the opportunity to engage withand to contextualize through a decolonial and mental health lensthe growing threats to and the policing of students at different Southern Californian community colleges. These interactions occurred with a non-White majority of students, mainly Xicanas/os, who were present in these community college classes in large numbers. In this paper, I write about a decolonizing teaching strategy that is both culturally sustaining and revitalizing, and conscious of race. Students of Mesoamerican ancestry, identified by the community colleges as Hispanic, benefit when teachers engage them through an Indigenous lens, affording to such students their rightful place as Native Americans to combat forms of trauma and violence. In addition, I outline the initial observations of the Mesoamerican Figurine Project of Rio Hondo College, where students materialized their own views of the human body and self through clay-work and reflective writing. Using the Borderlands lens and the Coatlicue State-I posit "a teaching archaeology of the human body" that nurtures self-determination and births an Indigeneity grounded in land and cosmology.

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Section: Writing Approach and Methodologymentioning

confidence: 99%

Contesting Trauma and Violence through Indigeneity and a Decolonizing Pedagogy at Rio Hondo Community College

Garcia

2019

Journal of Latinos and Education

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“…Second, and more salient in education, is the centrality of mestizaje to the work of Anzaldúa (1987), which directly draws from Vasconcelos’s The Cosmic Race to construct a hybrid Chicanx identity (Blackwell, 2017; Chacón, 2017; Urrieta, 2003; Urrieta & Calderón, 2019). Anzaldúa’s Borderlands/La Frontera: The New Mestiza is a germinal text in cultural, decolonial, and postcolonial studies in education.…”

Section: From Vasconcelos To Anzaldúa: the South–north Movement Of Brmentioning

confidence: 99%

Troubling the Essentialist Discourse ofBrownin Education: The Anti-Black Sociopolitical and Sociohistorical Etymology of Latinxs as aBrownMonolith

Busey

Silva

2020

Educational Researcher

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US-based scholars often colloquially employ Brown as a monolithic reference to Latinidad in education research without attention to its racialized and anti-Black underpinnings. In this conceptual essay, we apprehend the currents of hemispheric racial formation within a South–North orientation to problematize the essentialist ethos of US Latinxs as monolithically Brown. To do so, we briefly trace the anti-Black sociohistorical and sociopolitical etymology of a uniform Brown Latinx identity as a byproduct of colonial logics and homogenizing political philosophies in Latin America such as mestizaje and racial democracy. In conclusion, we offer implications for theorizing Latinidades in educational research that moves beyond mestizaje and colonial logics to consider Afro-Latinx, Afro-Latin American, and Indigenous Latinx subjectivities.

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“…These ethnic and racial understandings then shift in the U.S. due to the collectivized racialization of minoritized groups, including Latinxs, within the racial hierarchies of the white settler state. This creates a context of multiple mappings of multiple colonialities and hybrid hegemonies for Indigenous Latinxs in the U.S. (Blackwell, 2010(Blackwell, , 2017, both in relation to other Latinxs and in relation to the Whiteness of the broader society. Critical Latinx Indigeneities highlights these multiple colonialities and hybrid hegemonies that are formed in the United States as Indigenous people from Latin America encounter translocal spaces, overlapping colonialities, and imposed logics of erasure that marginalize Indigenous people (Blackwell et al, 2017;Alberto, 2017).…”

Section: And Indigenous Latinxsmentioning

confidence: 99%

Critical Latinx Indigeneities and Education: An Introduction

2019

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Indigenous Latinx children and youth are a growing population that has been largely invisible in U.S. society and in the scholarly literature (Barillas-Chón, 2010; Machado-Casas, 2009). Indigenous Latinx youth are often assumed to be part of a larger homogenous grouping, usually Hispanic or Latinx, and yet their cultural and linguistic backgrounds do not always converge with dominant racial narratives about what it means to be “Mexican” or “Latinx.” Bonfil Batalla (1987) argued that Indigenous Mexicans are a población negada—or negated population—whose existence has been systematically denied as part of a centuries-long colonial project of indigenismo (indigenism) in Mexico and other Latin American countries. This systematic denial in countries of origin often continues once Indigenous people migrate to the U.S., as they are actively rendered invisible in U.S. schools through the semiotic process of erasure (Alberto, 2017; Urrieta, 2017). Indigenous Latinx families are often also overlooked as they are grouped into general categories such as Mexican, Guatemalan, Latinx, and/or immigrants. In this issue, we seek to examine the intersections of Latinx Indigeneities and education to better understand how Indigenous Latinx communities define and constitute Indigeneity across multiple and overlapping colonialities and racial geographies, and, especially, how these experiences overlap with, and shape their educational experiences.

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Geographies of indigeneity: Indigenous migrant women’s organizing and translocal politics of place

Cited by 40 publications

References 32 publications

Contesting Trauma and Violence through Indigeneity and a Decolonizing Pedagogy at Rio Hondo Community College

Contesting Trauma and Violence through Indigeneity and a Decolonizing Pedagogy at Rio Hondo Community College

Troubling the Essentialist Discourse ofBrownin Education: The Anti-Black Sociopolitical and Sociohistorical Etymology of Latinxs as aBrownMonolith

Critical Latinx Indigeneities and Education: An Introduction

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