The power of ethnic studies: portraits of first-generation Latina/o students carving out<i>un sitio</i>and claiming<i>una lengua</i>

Marrun, Norma A.

doi:10.1080/09518398.2017.1422288

Cited by 13 publications

(8 citation statements)

References 29 publications

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“…Riya demonstrates the importance of Chicana/o Studies classes or more broadly Ethnic Studies courses in assisting students of color in seeing themselves in the curriculum and having a sense of home in institutions of higher education that were not designed by them or with them in mind (Marrun, 2018; Sleeter, 2011; Solorzano & Yosso, 2001; Tintiangco-Cubales et al, 2015). In fact, Riya consciously made the choice to move into multicultural housing despite her describing it as “dilapidated.” It is possible that Riya hoped that living in residential life with other students of color versus the “nice buildings” with White students, she would have a sense of home by being among people of similar racial and ethnic identities.…”

Section: Revisiting Pedagogies Of the Home For Chicana/o College-educated Familiesmentioning

confidence: 99%

Section: Remembering and Revisiting Pedagogies Of The Homementioning

confidence: 99%

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Remembering and Revisiting Pedagogies of the Home

Garcia

Bernal

2020

American Educational Research Journal

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Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings suggest that among Chicana/o college-educated families the (re)making of home, (re)covering tensions, and (re)claiming and (re)learning of cultural knowledge were the pedagogies of the home that were embraced by two successive generations of college completers. Complexities, contradictions, and nuances among Chicana/o college-educated families add to the theorization of pedagogies of the home.

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Section: Revisiting Pedagogies Of the Home For Chicana/o College-educated Familiesmentioning

confidence: 99%

Section: Remembering and Revisiting Pedagogies Of The Homementioning

confidence: 99%

Remembering and Revisiting Pedagogies of the Home

Garcia

Bernal

2020

American Educational Research Journal

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“…It is important to acknowledge researcher positionality to account for how our autobiographies, our social locations, our relations to power, and our epistemologies inform our research and teaching (Marrun, 2018;Milner, 2007). As a cis-gendered, male, Christian, heterosexual, middle-class, ethnic Tamil South Asian American scholar studying Muslim Pakistani America and Muslim Kurdish America (Thangaraj, 2015a(Thangaraj, , 2019, I understand the ways that I am both folded into and pushed out of tropes of Muslim-ness on a transnational scale.…”

Section: Research Positionalitymentioning

confidence: 99%

“…One of the reasons for this devaluing of Ethnic Studies and the histories of BIPOC communities is that most of the high school teachers are White teachers who are trained to teach White students (Milner, 2007). Instead of expecting critical theories of race just in the Ethnic Studies classes, Norma Marrun (2018, p. 288) suggests that “We need to look more closely at how diversity courses offered by departments outside ethnic studies are being taught, and we need to assure that ethnic studies faculty participate in approving and evaluating diversity courses taught in other departments.” Thus, it is of utmost importance to insert Ethnic Studies into the Education curriculum that foregrounds Middle Eastern and Muslim America in order to prepare future teachers in their conceptualization, understanding, and teaching of race K-20. 1…”

mentioning

confidence: 99%

“…It is important to utilize pedagogical tools to understand how religion is racialized in service of anti-Muslim and anti-Arab racism in the United States (Alsultany, 2012; Naber, 2012). I argue that teaching race through a syllabus on Middle Eastern America and Muslim America provides future educators with the tools to equip K-20 students with the analytics to comprehend and confront racism in their daily lives (Marrun, 2018, p. 276).…”

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confidence: 99%

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Racing the Muslim: Strategies for Teaching Race and Ethnic Studies in the Education Curriculum

Thangaraj

2020

Urban Education

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In this paper, I insert the importance of teaching race through Middle Eastern America and Muslim America. By bringing in critical analysis of Middle Eastern America and Muslim America, I offer theoretical insights and pedagogical strategies in the education curriculum to teach race that will deconstruct, destabilize, and interrogate the dominant White-Black racial logic in the United States. While my theoretical engagement with Critical Race Theory complicates how we theorize race in the United States, I couple the theory with transhistorical, transnational, embodied, performative pedagogical strategies to enable a wide assortment of ways to engage with the dynamism, fluidity, and constantly shifting nature of race and Whiteness through an engagement with scholarship on Middle Eastern America and Muslim America. I present a way to teach race that enriches the curriculum on race in the education program while preparing future educators with resources to support students and expand the conversation on race and racism during this time of the “global war on terror” and rising Islamophobia.

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“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research

Ybarra

2021

Reading Research Quarterly

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This article highlights how Chicanx/Latinx youth draw on their lived realities as lenses to guide their inquiry and share their findings in a Youth Participatory Action Research project. In this project, youth collected testimonios from residents and staff within their migrant housing community to better understand histories of migration and community building. Drawing on a critical multimodal analysis framework which centers Chicanx/Latinx youth literacies and epistemologies, this article focuses on how youth drew on their community cultural knowledge and lived experiences in multimodal creation to bring attention to sociopolitical issues they cared about and impacted their community.A fter collecting oral and written testimonios from residents at Comunidad Miravalle, a migrant housing complex, youth researchers spread their data across a large table to collectively analyze the lived experiences of their community members. They highlighted excerpts of printed-out testimonios in different colored markers, cut up pieces of text, and made piles according to themes that emerged. During a break from this youth-driven data analysis, I posted a question on the dry-erase board that asked, "How is your interpretation of the data different than if someone else was looking at it?" In his journal response, David stated, "Because we have lived it and we studied all these things. " Similarly, Rolando's journal response read, "Because [the other person] is just reading it, not knowing […] all that the people that live here go through. " Through their writing, David and Rolando both highlighted the epistemological orientations Latinx youth bring to youth participatory action research (YPAR). Their words emphasized the knowledge and expertise that comes from living one's own reality and bringing that understanding to inquiry. Like David and Rolando, other youth in the group recognized the sensibilities they carried with them as assets to their research. They agreed that being members of Comunidad Miravalle offered them a unique perspective that others would not have when looking at the data. This knowledge is central to understanding how literacies are embodied, reflective of lived experiences, and leveraged by youth who are given the opportunity to participate in community research.Scholars have looked at the unique knowledge Chicanx/Latinx 1 youth bring with them to their literacy practices, especially how those literacies reflect the experiences of navigating racialized, gendered, sex-

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The power of ethnic studies: portraits of first-generation Latina/o students carving outun sitioand claiminguna lengua

Cited by 13 publications

References 29 publications

Remembering and Revisiting Pedagogies of the Home

Remembering and Revisiting Pedagogies of the Home

Racing the Muslim: Strategies for Teaching Race and Ethnic Studies in the Education Curriculum

“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research

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