Toward a Critical Pedagogy of Race: Ethnic Studies and Literacies of Power in High School Classrooms

Ríos, Cati V. de los; López, Jorge Expósito; Morrell, Ernest

doi:10.1007/s12552-014-9142-1

Cited by 71 publications

(51 citation statements)

References 25 publications

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“…From a curricular perspective, ethnic studies courses center multiple literacies of race, racism, colonialism, and resistance and are some of the precise spaces for engaging transnational students' forms of everyday resistance practices (de los Ríos et al, 2015). Conversely, though, whereas dominant discourses have argued that ethnic studies courses are spaces for developing youths' critical sociopolitical consciousness, Joaquín demonstrates that many youths already have deeply critical readings of their sociopolitical climates and that his ethnic studies class was simply a space to further hone and engage some of his robust analytical skills.…”

Section: Discussionmentioning

confidence: 99%

“…The yearlong Chicanx/Latinx Studies class examined notions of colonialism, hegemony, and racism in the United States and how they impact communities of color, particularly Chicanxs and Latinxs. Although ethnic studies courses continue to be understood as rare, they have existed as both elective and core curriculum courses since the late 1960s (de los Ríos, López, & Morrell, 2015). Since the beginning, ethnic studies courses have sought to restore and mobilize the decolonial histories of oppressed communities of color in the United States.…”

Section: Course Curriculummentioning

confidence: 99%

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Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos

Ríos

2017

Reading Research Quarterly

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This article examines instances of a U.S.–Mexican transnational youth honing his critical translingual literacy skills through his engagement with corridos, Mexican balladry in Spanish that often emphasizes injustice and border strife. The author relies on ethnographic classroom observations, the student's journals, and semistructured interviews to provide a glimpse into the complexities and sophistication of the bilingual youth's everyday language and literacy practices in an era of vehement anti‐immigrant rhetoric. This inquiry asks, (a) What do literacy practices deeply rooted in corridos look like? (b) How does one youth read and engage with the Mexican musical genre of corridos to make sense of his social and political world? and (c) What are the environments and educational settings that supported this literacy development? Findings detail a transnational youth's corridista (balladeer) consciousness and its concomitant language and literacy practices that shape and are shaped by his participation in both his Tijuana communities of origin and his Los Angeles communities. Specifically, this study showcases a student's uses of literary devices, including allegory, to describe myriad forms of oppression and resistance found in corrido lyrics and throughout the lives of U.S.–Mexican transnational youths. Attention to literary genres that are often unsanctioned in traditional English‐medium classrooms and recognizing the complex cognitive abilities of bilinguals can harvest critical insight about literacy education in and out of school. Implications from this study highlight meaningful learning contexts for transnational adolescents’ literacies and how engagement of these literacies might be (re)conceptualized through an ethnic studies and Chicanx/Latinx Studies lens.

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Section: Discussionmentioning

confidence: 99%

Section: Course Curriculummentioning

confidence: 99%

Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos

Ríos

2017

Reading Research Quarterly

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“…In this paper, I write about a decolonizing teaching strategy (Tejeda & Espinoza, 2003) that falls in line with a critical culturally sustaining and revitalizing pedagogy (McCarty & Lee, 2014), as well as a race-conscious curricula and pedagogical practices (de Los Ríos, López, & Morrell, 2015). This is a brief look at some of the strategies I use in the classroom and has similarities to the work of R. Tolteka Cuauhtin (2016).…”

Section: Introductionmentioning

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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“…As educators bear witness to growing social and racial inequalities and the significant increase of students of color in our classrooms, a critical pedagogy of ethnic studies is necessary to increase race-conscious inquiry in literacy classrooms (de los Ríos, López, & Morrell, 2015). Although the intellectual and pedagogical merits of ethnic studies are eminent, ongoing ideological battles over curriculum and the representation of Mexican Americans and other communities of color in textbooks remain a contentious issue nationwide, particularly in the Southwest (Weissert, 2016).…”

mentioning

confidence: 99%

“…Ríos et al, 2015). Scholars have identified ethnic studies courses as a conduit for robust literacy skills (Morrell, Dueñas, García, & López, 2013), academic achievement (Cabrera et al, 2014), young peoples' transformative praxis (San Pedro, 2015), increased student attendance (Dee & Penner, 2016), and fecund soil for critical thinking (de los Ríos, 2013).…”

mentioning

confidence: 99%

Picturing Ethnic Studies: Photovoice and Youth Literacies of Social Action

Ríos¹

2017

J Adolescent & Adult Lit

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Toward a Critical Pedagogy of Race: Ethnic Studies and Literacies of Power in High School Classrooms

Cited by 71 publications

References 25 publications

Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos

Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos

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

Picturing Ethnic Studies: Photovoice and Youth Literacies of Social Action

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