I Am Enough: A Decolonial Journey of Conocimiento

Kaneria, A. Jyoti; Kasun, G. Sue; Trinh, Ethan

doi:10.1080/15348431.2020.1861547

Cited by 5 publications

(15 citation statements)

References 14 publications

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“…The curriculum for the program was decolonial because of its intentional decentering of traditional European focus while emphasizing the heritage, knowledge, and culture of consistently marginalized people. In their previous research from the larger study referenced in this article, Kaneria et al (2021) found that Latinx students in the program experienced a decolonial journey of conocimiento (Anzaldúa, 2015), a journey that spiraled through the seven reflective conocimiento stages through which transformation and new understandings can be created. What this means is that the program curriculum and experiences allowed for the students to gain new knowledge and perspectives.…”

Section: Contextmentioning

confidence: 90%

“…The authors of this article have appreciated engaging participants who were nearly all Black, Brown, or Latinx students in the three years of study abroad programs. That demography has afforded very different opportunities for learning, conversation, and engagement with local hosts in the destination country (Kaneria et al, 2021; Marks et al, 2021). Unlike other study abroad programs with BIPOC students who have borne the burden of interpreting and explaining for the White students on these trips (e.g., Chang, 2017), these programs originating out of our university have been different.…”

Section: Methodsmentioning

confidence: 99%

“…Study abroad has been linked to personal growth (Kasun, 2016; Kubota, 2016; Wick et al, 2019), intercultural development (Cushner, 2009; Doerr, 2015; Smolcic & Katunich, 2017), and academic gains (Hartman et al, 2020; Picard et al, 2009; Wick et al, 2019). In the few studies about Black, Indigenous, and people of color (BIPOC) students in study abroad, literature suggests the benefits were specifically related to self-actualization (Willis, 2015) and participants’ sense of agency (Chang, 2017; Kaneria et al, 2021; Kasun et al, 2019; Wick et al, 2019).…”

Section: Literature Review: Bipoc Students In Study Abroadmentioning

confidence: 99%

“…Although study abroad is often exalted for its potential to transform the lives of the more than 300,000 (and growing) U.S. students annually afforded the opportunity to participate (Cushner, 2009; Doerr, 2015; Kaneria et al, 2021; Kasun, 2016), this study brings into focus what happens to Latinx students experiencing heritage visits to geographies that represent their heritage cultures. These learners are often referred to as heritage seekers (Comp, 2008; Naddaf et al, 2020), though they can be reconsidered as doing “study within” because they often are not leaving the Americas and are shifting their gaze inward (Jefferies, 2021).…”

Section: Introductionmentioning

confidence: 99%

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“Why Am I the One Who Gets to Go to Mexico?”: Nepantlera Bridging Among Latinx Students in a Decolonial Study Abroad Program

Kaneria

Kasun

Marks

2022

Teachers College Record: The Voice of Scholarship in Education

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Background: Little research on Latinx students studying abroad has explored the historic sensibilities they bring to their experiences abroad related to their bordered realities. Research Purpose and Question: This study explores the experiences of Latinx students in one Mexico study abroad class session through the lenses of border theory and Anzaldúan theory. The research question was: What are the experiences of Latinx students as they reflect on their unique participation in a heritage study abroad program, particularly their understanding of the metaphorical “in between” space at borders? Participants: The participants were nine Latinx students. Research Design: The study used a qualitative research design. Findings: Our data analysis revealed two primary findings. First, the students were heavily engaged in nepantla (living in the liminal in-between) as part of the study abroad process. Second, the students experienced connection as nepantleras. The students’ expressions of nepantla were experiences of self-awareness around their guilt and grief. Their nepantlera connection was with themselves; their language, culture, and identity; the group; and their families, in spirit and in the flesh. Conclusions and Recommendations: As the students allowed themselves to talk about, reflect on, and process their feelings, they were planting the seeds for transformation and healing. Because of their facultad (gift of awareness) as nepantleras (bridge builders), we observed the students create bridges not only for their conflicting feelings, but also for their families’ interactions and experiences, all of which were painful and challenging for them. Gaining experiences of connection and strengthening their connectionist facultad provided the students with the opportunity to internalize and embody community building while their facultad gave them an awareness to begin their personal transformations. We argue gaining the lived experience of building community through a connectionist facultad has the potential for the students in this program to create transformative spaces and experiences with their families and their local communities. For K–12 and U.S.-based higher education, our findings support the implementation of ethnic studies and critical multicultural curricula not only to attend to guilt that may be experienced by Latinx youth, but also as a remedy for the disconnect many feel toward their heritage. For directors and researchers of study abroad, we suggest examining both the demographics of the countries where students study and the demographics of the participants in the study abroad group to determine how this influences the students’ feelings and interactions and to guide program development.

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Section: Contextmentioning

confidence: 90%

Section: Methodsmentioning

confidence: 99%

Section: Literature Review: Bipoc Students In Study Abroadmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“Why Am I the One Who Gets to Go to Mexico?”: Nepantlera Bridging Among Latinx Students in a Decolonial Study Abroad Program

Kaneria

Kasun

Marks

2022

Teachers College Record: The Voice of Scholarship in Education

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“…Although Latinx students are underrepresented in study abroad, they experience a mixture of positive affirmation in their identity and experiences abroad, yet they also encounter a range of complex emotions as learners. The sample in research reviewed for this brief shows they are more likely to study in Latin America or Spain as heritage learners on short or summer programs (Chang, 2017;Kaneria et al, 2020;Quan, 2018;Teranishi, 2007;Teranishi & Hannigan, 2008;Wick et al, 2019;. Also, they draw on their linguistic and cultural backgrounds to adjust to their Latin American study abroad destinations (Kaneria et al, 2020;Quan, 2018;Teranishi, 2007;Teranishi & Hannigan, 2008;Wick et al, 2019;.…”

mentioning

confidence: 99%

Translating Research to Practice for Latinx Students’ Study Abroad Experiences

2023

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This research-to-practice brief examines the key outcomes of eight empirical studies that focus explicitly on Latin American and/or Hispanic students during study abroad programs (for background on the selection of these studies, see Brunsting, Dietrich et al., in this issue). These study abroad programs predominantly occurred in Central America. Given that all student participants identified in the research were of Latin American origin, we use Latinx for this population, acknowledging that there is no consensus on group nomenclature (see Salinas, 2020 for a critical examination of the term Latinx within the Latin American community). As further outlined below, critical to this brief are how heritage learners navigate Latinx cultures as Latinx or Hispanic students, qualifying one's own identity as both Latinx and as a U.S.citizen, and, in some cases, the re-examination of language ability in the context of being a heritage speaker. Seven of the eight included studies employed

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