<i>Kuwento</i>as Multicultural Pedagogy in High School Ethnic Studies

Jocson, Korina M.

doi:10.1080/15544800802355952

Cited by 23 publications

(13 citation statements)

References 12 publications

(13 reference statements)

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“…Although Ethnic Studies is sometimes positioned in opposition to academic learning (Cabrera et al , 2013; Delgado, 2013), we maintain that Ethnic Studies builds CRLs which strengthen conventional literacy (reading, writing and numeracy) of students (Gee, 2001; Hull et al , 2003; Jocson, 2008) while also building students multiple literacies to read and transform their lives and their communities. CRLs then can be understood as learning to read and write while developing students’ abilities to identify and respond to a community’s needs as change agents and activists.…”

Section: Community Responsive Literaciesmentioning

confidence: 77%

Community responsive literacies: the development of the Ethnic Studies Praxis Story Plot

Curammeng

Lopez

Tintiangco-Cubales

2016

ETPC

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Purpose Momentum around the institutionalization of Ethnic Studies in US K-12 classrooms is increasing. Opponents have argued that Ethnic Studies does not challenge students academically and prepare them for high stakes testing (Planas, 2012; Sanchez, 2007). Conversely, research continues to show ways Ethnic Studies contribute to students’ academic achievement, especially for students from marginalized and vulnerable communities (Cabrera et al., 2014; Halagao, 2010; Tintiangco-Cubales et al., 2015). This study aims to demonstrate the possibilities and potential of Ethnic Studies-framed tools for English and Language arts teachers. This moment concerning Ethnic Studies in schools illuminates an important opportunity to demonstrate how Ethnic Studies-framed tools positively affect learning mainstream school content, namely, English and Language Arts. The authors consider the following point: To what extent can Ethnic Studies-framed tools affect approaches for learning English, writing and reading while simultaneously being responsive to a community’s needs? The authors maintain the importance of such tools that exist in how they support the development of community responsive literacies (CRLs). Design/methodology/approach This paper examines CRLs through the Ethnic Studies Praxis Story Plot (ESPSP). The authors begin by exploring the development of the ESPSP, first used in Pin@y Educational Partnerships (PEP), an innovative K-college Ethnic Studies teaching pipeline. Next, the authors examine each coordinate of the ESPSP, examining their purpose, theoretical underpinnings and ways the ESPSP offers nuanced approaches for learning literacies. Findings The authors then discuss how CRLs emerged to support PEP teachers and students’ reading and writing skills using the ESPSP. Originality/value Finally, the authors learn from students’ experiences with the ESPSP and offer implications for English and Language Arts teachers in the pursuit of teaching and serving students in more socially just and community responsive ways.

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Section: Community Responsive Literaciesmentioning

confidence: 77%

Community responsive literacies: the development of the Ethnic Studies Praxis Story Plot

Curammeng

Lopez

Tintiangco-Cubales

2016

ETPC

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“…Notwithstanding the recorded arrival of Filipinos in the continental United States as early as 1587. The significance of rememory through oral histories, photographs, personal archives, and “kuwentos” or stories (Jocson, 2008) provides an opening for puzzling together an endarkened history of Filipina/o diaspora. It is a history full of tensions and contradictions.…”

Section: Intertwined : Coming Togethermentioning

confidence: 99%

“…What has been illuminated for us through this poetic autoethnography is our ability to cultivate connections by accentuating the textures and relationships, even the contradictions, within and across common-disparate lives. For us, it has been an opportunity to share stories, to distill “kuwentos” (Jocson, 2008) through cultural memories of dislocation, dispossession, and displacement.…”

Section: Why Us? : Why Now?mentioning

confidence: 99%

Postcolonial M/Othering: Poetics of Remembering and Writing as an Invitation to Rememory

Rashid

Jocson

2021

Cultural Studies ↔ Critical Methodologies

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To open up possibilities in inquiry, the authors write in a manner that extends a lens of postcolonial m/Othering through poetic autoethnography. They draw on the conceptualization of rememory to work with/through memories of their own as mothers for the sake of daughters. Building on poetics of remembering, the authors braid their experiences from Kenya and the Philippines, within remnants of colonialism and its tentacles, inviting the reader on a telling-sharing dialogic-rhythmic-groove that is personal and political and haunting at the same time. The possibilities for transdisciplinary methodologies unfold in the telling-sharing and point to the in-between curiosities of knowing and unknowing. This collaborative and creative (re)membering is an invitation to rememory, to rework the past-present-future, a chance at world-making.

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“…The implications are many at the local and state level. I (Korina) was privileged to participate in the early Ethnic Studies movement in northern California when only a handful of schools offered courses in African American Studies, Chicana/o or Mexican American Studies, and Filipina/o American Studies (Jocson, 2008). Formally educated in Ethnic Studies both at the University of California at Berkeley and San Francisco State University, where the Third World Liberation Front and student protests demanded for the creation of what would be to initiate Ethnic Studies programs, I was able to work directly with scholars, educators, and activists who were integral in the process.…”

Section: Symposia: Ethnic Studies and Educationmentioning

confidence: 99%