When Children of Tecum and the Quetzal Travel North: Cultivating Spaces for Their Survival

Chón, David W. Barillas

doi:10.1080/00131946.2021.1892682

Cited by 6 publications

(2 citation statements)

References 26 publications

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“…It is important to point out that extant literature is focused on diasporic Indigenous students with ties to Mexico, particularly Ñuu Savi, Zapotec, Yucatec, Maya students. An emerging body of work is focusing on diasporic Indigenous youth from Central and South America (Barillas-Chón, 2021; Pentón Herrera, 2020, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“If We Don’t Do It, Nobody Is Going to Talk About It”: Indigenous Students Disrupting Latinidad at Hispanic-Serving Institutions

Sánchez

2021

AERA Open

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Hispanic and Latinx are terms that conflate ethnicity, race, and nationality and complicate our ability to generalize what it means for Hispanic-serving institutions (HSIs) to serve such a diverse student population. Latinidad has also privileged mestizo narratives that obscure enduring colonialities of power and perpetuate the invisibility of Indigenous Peoples. Conceptually framed by Critical Latinx Indigeneities, this study documents the testimonios of 10 Indigenous Mixtec/Ñuu Savi, Zapotec, and Nahua students at HSIs in California. I highlight issues of racialization and Indigenous misrepresentation within Latinx-centered curricula and programming and the ways participants engaged in fugitive acts of learning to claim new forms of visibility on campus. The findings raise important implications for HSIs, including Latinx programming that disrupts colonial perspectives and creates more nuanced understandings of diasporic Indigeneity within Latinx communities.

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Section: Literature Reviewmentioning

confidence: 99%

“If We Don’t Do It, Nobody Is Going to Talk About It”: Indigenous Students Disrupting Latinidad at Hispanic-Serving Institutions

Sánchez

2021

AERA Open

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“…Therefore, educators and practitioners can support Indigenous youth's learning of English while simultaneously improving their Spanish. Critically examining stories of Maya cultural figures and other Indigenous cultural artifacts are ways to include Indigenous knowledges in the classroom (Barillas Chón, 2021). If done intentionally, educators can use these stories to critique ongoing colonial codes of power such as the marginalization of Indigenous peoples and their languages and disrupting normative understandings of Indigeneity and Latinidad in the classroom (San Pedro et al, 2016).…”

Section: Implications For Urban Educationmentioning

confidence: 99%

K’iche’, Mam, and Nahua Migrant Youth Navigating Colonial Codes of Power

Chón

2022

Urban Education

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This study examines how three recently arrived Indigenous male migrant youth from Guatemala and Mexico in an urban high school in the Pacific Northwest understood and employed Spanish and English to navigate racialized and languaged interactions. Utilizing a Critical Latinx Indigeneities framework, findings from this study show that Spanish is a racialized and languaged system of power that traveled with youth. In the U.S., Spanish interacts with English as a new system of power resulting in the diminishing of Indigenous languages. This study provides urban educators with understandings of the complex systems of race, language, and power Indigenous migrants navigate.

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