<i>Abuelita</i>Epistemologies: Counteracting Subtractive Schools in American Education

Gonzales, Sandra M.

doi:10.1080/15348431.2014.944703

Cited by 24 publications

(17 citation statements)

References 11 publications

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“…While the process of establishing shifts in the curriculum is one piece of a structural project related to content and pedagogy, another part of this has to deal with epistemologies. S. M. Gonzales’s (2015) work in this area uses personal narrative to examine the role of las abuelitas , or grandmothers, as educators in Mexican, Mexican American, and Chicana/o culture—paying careful attention to how grandmothers used abuelita epistemologies to counteract the subtractive schooling processes in the United States, in order to resist the assimilative pressures, and thus positively affect student adjustment and success.…”

Section: Disrupting Inequality Through Curriculum and Pedagogymentioning

confidence: 99%

Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants

DeNicolo

Crowley

et al. 2017

Review of Research in Education

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This chapter examines the factors that contribute to a sense of school belonging for immigrant and immigrant-origin youth. Through a review of the education research on critical care, the authors propose a framework informed by cariño conscientizado—critically conscious and authentic care—as central to reconceptualizing notions of school belonging. Research studies on teacher–student and peer relationships, student agency, and organizing are reviewed to identify how they function to disrupt structural factors that maintain educational inequities. Belonging as a concept is problematized through a re-envisioning of curriculum, pedagogy, and school–community relationships as a means to reduce inequality for immigrant and immigrant-origin youth and children.

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Section: Disrupting Inequality Through Curriculum and Pedagogymentioning

confidence: 99%

Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants

DeNicolo

Crowley

et al. 2017

Review of Research in Education

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“…Their research found that kinship networks that included grandparents, aunts, uncles, and cousins were often undermined by a system designed to reinforce a nuclear family model that was limited in scope because it focused mostly on parents. Grandparents, who have status in many CLD systems and who help maintain family traditions while also helping children to re-shape themselves in new ways that compliment both their home and school culture, were often perceived by schools as a barrier that holds the family from moving forward into the contemporary (Gonzales, 2014;Leichter, 1974). …”

Section: Concluding Thoughts and Future Directionsmentioning

confidence: 99%

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Gonzales

Gabel

2017

IJME

Self Cite

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In the United States parental involvement is an important part of a child's education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections between parental involvement findings and subtractive schooling practices in order to highlight how educational praxis, teacher perspectives, and school climate impact both parental involvement and school achievement for culturally and linguistically diverse (CLD) students.

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“…Early schooling in the Americas physically and mentally harmed the Aboriginal peoples of Canada, Native Americans, and Mesoamerican children and adolescents (Gonzales 2015;Kirmayer et al 2003;Quijada Cerecer 2013). Spanish missions, Indian boarding schools, and public schooling saw Indigenous ways of living as inferior.…”

Section: Intergenerational Trauma In the Classroom And The Loss Of Native Identitymentioning

confidence: 99%

Cultivating Positive Health, Learning, and Community: The Return of Mesoamerica’s Quetzalcoatl and the Venus Star

Garcia

Márquez

2021

Genealogy

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For more than 3500 years, since Olmec times (1500–400 BC), the peoples of Mesoamerica have shared with one another a profound way of living involving a deep understanding of the human body and of land and cosmology. As it stands, healing ways of knowing that depend on medicinal plants, the Earth’s elements, and knowledge of the stars are still intact. The Indigenous Xicana/o/xs who belong to many of the mobile tribes of Mesoamerica share a long genealogical history of cultivating and sustaining their Native American rituals, which was weakened in Mexico and the United States during various periods of colonization. This special edition essay sheds light on the story of Quetzalcoatl and the Venus Star as a familial place of Xicana/o/x belonging and practice. To do so, we rely on the archaeological interpretation of these two entities as one may get to know them through artifacts, monuments, and ethnographic accounts, of which some date to Mesoamerica’s Formative period (1500–400 BC). Throughout this paper, ancestral medicine ways are shown to help cultivate positive health, learning, and community. Such cosmic knowledge is poorly understood, yet it may further culturally relevant education and the treatment of the rampant health disparities in communities of Mesoamerican ancestry living in the United States. The values of and insights into Indigenous Xicana/o/x knowledge and identity conclude this essay.

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AbuelitaEpistemologies: Counteracting Subtractive Schools in American Education

Cited by 24 publications

References 11 publications

Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants

Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Cultivating Positive Health, Learning, and Community: The Return of Mesoamerica’s Quetzalcoatl and the Venus Star

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