DOCSLIB.ORG

UNIVERSITY of CALIFORNIA Los Angeles De Tal Palo Tal Astilla

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
UNIVERSITY of CALIFORNIA Los Angeles De Tal Palo Tal Astilla UNIVERSITY OF CALIFORNIA Los Angeles De Tal Palo Tal Astilla: Exploring Mexicana/Chicana Mother-Daughter Pedagogies A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Education by Alma Itzé Flores 2016 © Copyright by Alma Itzé Flores 2016 ABSRACT OF THE DISSERTATION De Tal Palo Tal Astilla: Exploring Mexicana/Chicana Mother-Daughter Pedagogies by Alma Itzé Flores Doctor of Philosophy in Education University of California, Los Angeles, 2016 Professor David Gumaro García, Co-Chair Professor Daniel G. Solórzano, Co-Chair This qualitative dissertation examined the role that mothers play in the educational success of Mexicana/Chicana working-class first-generation college students. Research has shown that Mexicana/Chicana mothers are integral to the educational achievement of their daughters, however few studies have explained why, or outlined specifically what it is that they do to inculcate educational success (Gándara, 1982, 1995, Gándara et al., 2013). Using Chicana/Latina feminist theory (Delgado Bernal & Elenes, 2011), this study explored the teaching and learning practices between Mexicana/Chicana immigrant working-class mothers and their first-generation college daughters. I focused on 10 mother-daughter dyads from Los Angeles County. The majority of the mothers are immigrants from México with an average of an elementary school education. Nine of the daughters are enrolled in Ph.D. programs in Los ii Angeles and one is an assistant professor at a local university. I facilitated 30 pláticas: 10 pláticas with the mothers, 10 pláticas with the daughters, and 10 mother-daughter pláticas. Additionally, I conducted 18 home visits, collected photographs and personal items, and kept a journal for self-reflexivity. I analyzed the data using modified grounded theory (Calderon, 2008; Malagón, Pérez-Huber, & Velez, 2009) with a Chicana/Latina feminist sensibility to generate theory from their lived experiences. During my analysis, I recognized the ways systems of oppression impact the lives of Women of Color. When preliminary themes were identified, I shared them with the mothers and daughters in the mother-daughter pláticas to discuss analysis, receive feedback, and engage in a collaborative data analysis process. Following this, I engaged in a final analysis stage where concluding themes were identified. My findings show that Mexicana/Chicana mothers use a pedagogy of the borderlands to raise muxeres truchas. A pedagogy of the borderlands encompasses the creative, defying, and empowering ways in which Mexicana/Chicana immigrant working-class mothers raise their daughters. It uses a bodymindspirit approach to instill a conocimiento of how to navigate, thrive in, and transform the physical and metaphorical borders that inform the everyday lives of Mexicanas/Chicanas. It is grounded in the epistemologies and ways of being of Mexicana/Chicana mothers and used to raise muxeres truchas. These are women who embody a unique form of intelligence of how to live in the world and transform it as Women of Color. Implications for this study point to the importance of improving the connection between Mexicana/Chicana mothers, daughters and schools, particularly for families of first-generation college students, reframing how we understand and measure success and achievement in schools, and the significance of continuing to develop Chicana/Latina feminist pedagogies and methodologies. iii The dissertation of Alma Itzé Flores is approved. Dolores Delgado Bernal Marjorie E. Orellana David Gumaro García, Committee Co-Chair Daniel G. Solórzano, Committee Co-Chair University of California, Los Angeles 2016 iv Dedication Para mi mamá Alma Jovita Flores Bernal, sé que siempre quisiste estudiar y es por ti que este tema se significa mucho para mí. Este doctorado es para ti, tu no pudiste lograrlo pero yo lo logre por ti. Para mi papá Jorge Luis Flores Grajeda, gracias por todo lo que has hecho por mí y por nuestra familia. Yo sé que fue difícil dejar nuestra vida en México, nunca podre regresarte ese tiempo pero este doctorado es una manera de honrar ese sacrificio. Para mi abuelita Mamá Esther, yo sé que desde arriba me sigues guiando, dando el esfuerzo de seguir adelante, y las ganas de siempre sacar puros dieces. Quiero pensar que mi decisión de ser profesora fue en parte por ti, que lo llevaba en la sangre. Te extraño mucho. Para mi abuelito Bolo, por inculcarme que iba ser una doctora algún día. Gracias por tu amor incondicional, por todos tus cuentos, y por regalarme tu amor por los libros. v TABLE OF CONTENTS Chapter 1: Introduction…………………………………………………………………………1 The Educational Status of Chicana/Latina Students………………………………………………1 A Cautionary Note on Achievement………………………………………………………............6 Research Questions & Rationale………………………………………………………………….7 A Roadmap of the Dissertation………………………………………………………………........9 Chapter 2: A Chicana/Latina Feminist Literature Review………………………………….11 Chicana/Latina Feminist Theory…………………………………………………………………12 Situating the Study- Pedagogy, Family, & Mothers………….…...………………………..........13 Mother-Daughter Pedagogies………………………...………………………………………….15 Pedagogies of the Home………………………...……………………………………………….20 Epistemology of the Brown Body……………………………...………………………………...25 Anzaldúa’s Borderlands………………………………………………………………………….27 Community Cultural Wealth…..…………………………………………………………………33 Looking Back & Looking Forward………...…………………………………………………….35 Chapter 3: Muxerista Portraiture…………………………………………………………......36 At the Crossroads of Portraiture & Chicana/Latina Feminist Theory…………………………...37 The Art of Portraiture……………………………………………...…………………......38 Chicana/Latina Feminist Theory…………………………………………………………39 The Role of the Researcher………………………………………………………………40 Research Participants- Collaborators…………………………………………………….41 Positionality……………………………………………………………………………...41 The Search for Goodness in Research…………………………………………………...42 Relationships………………………………………………………………………….….43 Creating a Partnership……………………………………………………………………44 Muxerista Portraiture…………………………………………………………………………….45 The Borderlands as Context……………………………………………………………...47 Translating Voice………………………………………………………………………...49 vi Relationships & Spirituality……………………………………………………………...51 Cultural Intuition in Emergent Themes………………………………………………….53 Aesthetic Whole- Piecing Coyolxauhqui together...………………………………….….55 Conclusion- Giving thanks………………………………………………………………………58 Chapter 4: The Methods of this Study…………………………………...……………………60 The Collaborators………………………………………………………………………………...60 Recruitment………………………………………………………………………………60 Las mamás y hijas- Who are they?..……………………………………………………..63 Los Angeles- A City of Immigrants……………………………………………………...69 Platicando Entre Muxeres…………………………………………………………………...…...70 Pláticas…………………………………………………………………………………...............71 Individual pláticas, photographs, & personal items……………………………………...75 Mother-daughter pláticas………………………………………………………………...76 Home-visits………………………………………………………………………………78 Journaling………………………………………………………………………………...79 Summary of Data Collection Methods….…...……………………………………...…...81 Data Analysis…………………………………………………………………………………….82 Tying it all Together- Theoretical Framework, Methodology, & Method………………………86 Chapter 5: A Pedagogy of the Borderlands: Mexicana/Chicana Mothers Raising Muxeres Truchas………………………………………………………………………………………….88 A pedagogy of the borderlands……………………………………………………………...…...88 Muxeres Truchas…………………………………………………………………………………90 A Note on the Presentation of the Findings- A collage of Mexicana/Chicana mother-daughter pedagogies…………………………………………………………………………………...…...93 Chapter 6: Mexicana/Chicana Mother-Daughter Actions…………………………………...94 Working with mamá……………………………………………………………………...…...…98 A rasquache aesthetic……...…………………...……………………………………………….102 An embodiment of hustle……………………………………………………………………….108 vii Conclusion……………………………………………………………………………………...117 Chapter 7: Mexicana/Chicana Mother-Daughter Rituals……………………………….…119 A discipline of bodymindspirit…………………………………………………………………121 A discipline of the body………………………………………………………………...122 A discipline of the mind………………………………………………………………...127 A discipline of the spirit………………………………………………………………...130 Bodymindspirit…………………………………………………………………………133 Educación……………………………………………………………………………………….134 Eduación as respect………………………………………………………………….….136 Educación as responsibility………………………………………………………...…...138 Educación as valerse por si misma………………………………………………...…...141 Religion/Spirituality…………………………………………………………………………….144 Conclusion……………………………………………………………………………………...150 Chapter 8: Mexicana/Chicana Mother-Daughter Interactions…………………………….153 Nurturing a muxerista voice…………………………………………………………………….155 Muxerista story(telling)………………………………………………………………………...163 Intergenerational sabidurias & tensions………………………………………………………...174 Conclusion……………………………………………………………………………………...183 Chapter 9: The Role of Heteropatriarchy in Mexicana/Chicana Mother-Daughter Pedagogies………………………………………………………………………………......….186 Naming Heteropatriarchy- Y el novio? And the boyfriend?.....……………………...…...……189 Relationships & Heteropatriarchy- All in the family…………………………………………...190 Education & Heteropatriarchy- The threat of being an overly ambitious Mexicana/Chicana....196 Religion & Heteropatriarchy- Ni santas, Ni putas, Solo mujeres……………………………....207 Conclusion……………………………………………………………………………………...212 Chapter 10: Conclusion- A Letter to my Colegas………………………………………...…215 viii Appendix A: Recruitmetn Flyer……………………………………………………………...226 Appendix B: Daugther Pláticas………………………………………………………………227
Load more

Recommended publications
  • Bibliografia De Aztlan: an Annotated Chicano Bibliography. INSTITUTION San Diego State Coll., Calif
    DOCUMENT RESUME ED 050 883 24 RC 005 318 AUTHOR Barrios, Ernie, Ed. TITLE Bibliografia de Aztlan: An Annotated Chicano Bibliography. INSTITUTION San Diego State Coll., Calif. Centro de Estudios Chicanos Publications. SPONS AGENCY Office of Education (DHEW), Washington, D.C. Cooperative Research Program. BUREAU NO BR-0-8092 PUB DATE, 71 NOTE 177p. AVAILABLE FROM Centro de Estudios Chicanos Pub., 5876 Hardy Avenue, San Diego, California 92115 ($3.95) EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS American Indians, *Annotated Bibliographies, *Educational Resources, Health, *Literature Reviews, Mexican American History, *Mexican Americans, Newspapers, Periodicals, Philosophy, Political Science, *Reference Materials, Sociology ABSTRACT More than 300 books and articles published from 1920 to 1971 are reviewed in this annotated bibliography of literature on the Chicano. The citations and reviews are categorized by subject area and deal with contemporary Chicano history, education, health, history of Mexico, literature, native Americans, philosophy, political science, pre-Columbian history, sociology, and Southwest history. Six Chicano journals and periodicals are reviewed, as are 7 additional bibliographies on the Chicano. Newspapers affiliated with the Chicano Press Association and 3 additional Chicano newspapers are listed with addresses. Author and title indexes are appended. (JH) P U.S. DEPARTMENT OF HEALTH, /6_,e 0--? & WELFARE EDUCATION OFFICE OF 'HIS DOCUMENT EDUCATION HAS BEEN EXACTLY AS RECEIVED REPRODUCED ORGANIZATION FROM THE
    [Show full text]
  • Reconsidering the Relationship Between New Mestizaje and New Multiraciality As Mixed-Race Identity Models1
    Reconsidering the Relationship Between New Mestizaje and New Multiraciality as Mixed-Race Identity Models1 Jessie D. Turner Introduction Approximately one quarter of Mexican Americans marry someone of a different race or ethnicity— which was true even in 1963 in Los Angeles County—with one study finding that 38 percent of fourth- generation and higher respondents were intermarried.1 It becomes crucial, therefore, to consider where the children of these unions, a significant portion of the United States Mexican-descent population,2 fit within current ethnoracial paradigms. As such, both Chicana/o studies and multiracial studies theorize mixed identities, yet the literatures as a whole remain, for the most part, non-conversant with each other. Chicana/o studies addresses racial and cultural mixture through discourses of (new) mestizaje, while multiracial studies employs the language of (new) multiraciality.3 Research on the multiracially identified population focuses primarily on people of African American and Asian American, rather than Mexican American, backgrounds, whereas theories of mestizaje do not specifically address (first- and second- generation) multiracial experiences. In fact, when I discuss having parents and grandparents of different races, I am often asked by Chicana/o studies scholars, “Why are you talking about being multiracial as if it were different from being mestiza/o? Both are mixed-race experiences.” With the limitations of both fields in mind, I argue that entering these new mixed-identity discourses into conversation through an examination of both their significant parallels and divergences accomplishes two goals. First, it allows for a more complete acknowledgement and understanding of the unique nature of multiracial Mexican-descent experiences.
    [Show full text]
  • Waves of Modern Terrorism: Examining the Past and Predicting the Future
    WAVES OF MODERN TERRORISM: EXAMINING THE PAST AND PREDICTING THE FUTURE A Thesis submitted to the Faculty of The School of Continuing Studies and of The Graduate School of Arts and Sciences in partial fulfillment of the requirements for the degree of Master of Arts in Liberal Studies By Erin Walls, B.A. Georgetown University Washington, D.C. April 5, 2017 WAVES OF MODERN TERRORISM: EXAMINING THE PAST AND PREDICTING THE FUTURE Erin Walls, B.A. Mentor: Joseph Smaldone, Ph.D. ABSTRACT David C. Rapoport’s “The Four Waves of Modern Terrorism,” is one of the most influential and widely debated theories in the field of terrorism studies. Following the terrorist attacks in the United States on September 11, 2001, Rapoport created his theoretical framework for modern terrorism by grouping previously indistinguishable patterns of political violence into four distinct waves, each lasting a generation and inspired by ideologies derived from anarchism, anti-colonialism, socialism, and religious fundamentalism. Since 1979 the world has existed within the fourth “Religious” wave that will dissipate by 2025 if the generational life cycle remains constant. Rapoport’s model will serve as the foundational source for this thesis. It will discuss the importance of the wave model and how it can be useful in counterterrorism efforts. Rapoport argues that academics and governments unduly focus on specific organizations and contemporary events, which make us less sensitive to generational patterns. Individual terrorist organizations will have specific defining features but understanding overarching global and generational patterns in real time can help shape thinking on the most effective ways to combat terrorism.
    [Show full text]
  • Tribalism and Democracy
    William & Mary Law Review Volume 62 (2020-2021) Issue 2 Article 3 11-2020 Tribalism and Democracy Seth Davis Follow this and additional works at: https://scholarship.law.wm.edu/wmlr Part of the American Politics Commons, Indian and Aboriginal Law Commons, and the Law and Race Commons Repository Citation Seth Davis, Tribalism and Democracy, 62 Wm. & Mary L. Rev. 431 (2020), https://scholarship.law.wm.edu/wmlr/vol62/iss2/3 Copyright c 2020 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmlr TRIBALISM AND DEMOCRACY SETH DAVIS* ABSTRACT Americans have long talked about “tribalism” as a way of talking about their democracy. In recent years, for example, commentators have pointed to “political tribalism” as what ails American democ- racy. According to this commentary, tribalism is incompatible with democracy. Some commentators have cited Indian Tribes as evidence to support this incompatibility thesis, and the thesis has surfaced within federal Indian law and policy in various guises up to the present day with disastrous consequences for Indian Tribes. Yet much of the talk about tribalism and democracy—within federal Indian law, and also without it—has had little to do with actual tribes. Looking at the histories and practices of Indian Tribes calls the premises of the incompatibility thesis into question. Indeed, many examples of Indian Tribalism reflect the democratic practices that critics of “political tribalism” praise. First, Indian Tribal self- government safeguards democracy by ensuring that Indians not only are governed (by the federal and state governments), but also have the opportunity to govern.
    [Show full text]
  • Nepantleros and Nepantleras: How Latinx Adolescents Participate in Social Change in Engineering
    Paper ID #18783 Nepantleros and Nepantleras: How Latinx Adolescents Participate in Social Change in Engineering Dr. Joel Alejandro Mejia, Angelo State University Joel Alejandro Mejia is an Assistant Professor of Engineering Education at Angelo State University. He is interested in research regarding underrepresentation of minority groups in Science, Technology, Engi- neering, and Mathematics (STEM), especially the use of culturally responsive practices in engineering education. He is particularly interested in the use of comprehension strategy instruction in linguistically and culturally diverse classrooms; physical and digital manipulatives and their application in engineer- ing courses; engineering identity; engineering literacies and critical literacies; cultures of engineering; retention, recruitment, and outreach for underrepresented minorities in STEM. Dr. Amy Wilson-Lopez, Utah State University, Department of Teacher Education and Leadership Amy Wilson-Lopez is an associate professor at Utah State University who studies culturally responsive engineering and literacy-infused engineering with linguistically diverse students. Ms. Andrea L. Robledo, Angelo State University Dr. Renata A. Revelo, University of Illinois, Chicago Renata A. Revelo is a Clinical Assistant Professor in the department of Electrical and Computer Engi- neering at the University of Illinois at Chicago. She earned her B.S. and M.S. in Electrical and Computer Engineering and her Ph.D. in Education Organization and Leadership from the University of Illinois at Urbana-Champaign. c American Society for Engineering Education, 2017 Nepantleros and Nepantleras: How Latinx Adolescents Participate in Social Change in Engineering Abstract Previous studies have suggested that Latinx are underrepresented in science, technology, engineering, and mathematics (STEM) fields. The number of Latinx students in the K-12 population is constantly growing but Latinx are disproportionately not pursuing careers in engineering.
    [Show full text]
  • This Thesis Has Been Approved by the Honors Tutorial College and the Department of Art History
    This thesis has been approved by The Honors Tutorial College and the Department of Art History __________________________ Dr. Jennie Klein, Art History Thesis Adviser ___________________________ Dr. Jennie Klein, Director of Studies, Art History ___________________________ Dr. Donal Skinner Dean, Honors Tutorial College SHE INKED! WOMEN IN AMERICAN TATTOO CULTURE ____________________________________ A Thesis Presented to The Honors Tutorial College Ohio University _______________________________________ In Partial Fulfillment of the Requirements for Graduation from the Honors Tutorial College with the degree of Bachelor of Arts in Art History ______________________________________ by Jessica Xiao Jin Long May 2020 ABSTRACT In my thesis, I trace the niche that women have created for themselves in the tattoo community, with a focus on the United States. I discuss the relationship between increasing visibility for women in the tattoo industry and the shift in women’s status in American culture. My study concludes with contemporary tattooed women, including prominent female tattoo artists, collectors, and media personalities. TABLE OF CONTENTS INTRODUCTION: TATTOOS AND THE WOMEN WHO WEAR THEM 1-2 LITERATURE REVIEW 3-12 CH 1. FOUNDING FEMALES: THE TATTOOED LADIES 13-41 DIME MUSEUMS 15-18 THE FIRST TATTOOED LADIES 19-27 SELF-MADE FREAKS 27-30 THE CARNIVAL FREAK SHOW 30-34 NEW TATTOOED WOMEN 34-38 CONTINUING INFLUENCES 38-40 CH 2. FEMINISM AND RENAISSANCE 42-77 VIOLENCE AND MASCULINITY 46-52 TECHNICAL TRANSFORMATIONS 52-57 TATTOOS AS FINE ART 57-61 CELEBRITIES AND COUNTERCULTURE 61-64 THE SECOND WAVE 64-69 TATTOOING FEMINISM 69-74 CH 3. MIDDLE CLASS ACCEPTANCE & MASS COMMODIFICATION 78-119 PUNK TRIBALISM 80-86 END OF THE CENTURY ARTISTS 86-88 MIDDLE CLASS ACCEPTANCE 89-94 TATTOO MAGAZINES 95-97 MODERN PRIMITIVES 98-103 MAGAZINE MADNESS & INKED COVER GIRLS 103-107 TATTOOS ON TV 107-112 SEXUALITY AND STARDOM 112-116 CH 4.
    [Show full text]
  • The New Mestiza and La Nepantlera
    1 The NewMestiza and La Nepantlera Borders—barbed-wire, wooden, sometimes invisible—separating, con- straining, restricting. Seeing, sensing anew. Borderlands—where cultures, ideas, norms, selves are remade, reconfigured, where pain mingles with uncertainty, fear, anxiety, creativity, and new possibilities. The new mestiza lives there. The shadow beast is her strong will, unfreezing her so she can take a stance, so she can change. The new mestiza is the shadow that walks hand in hand with the words on these pages, leading us away from tidy, unified selves. It is good company. In this chapter, I discuss Gloria Anzaldúa’s explorations of selfhood, in particular her account of the new mestiza,1 one of Anzaldúa’s most impor- tant contributions in her celebrated text Borderlands/La Frontera: The New Mestiza, a deeply intersectional text that has been influential in various disciplines, including border studies, literary studies, women’s studies, queer studies, and many others (Anzaldúa 1987).2 Given this text’s tremendous appeal, the force of the ideas in it, and the fact that it has become canoni- cal in some circles, it is important for me to approach it with caution as I wish to remain respectful of Anzaldúa’s words but also to have a reflective, critical edge as I engage with them.3 My first reading ofBorderlands/La Frontera was a powerful experience. Anzaldúa’s words touched me deeply; they moved me in a way that few texts had done before. Her profound awareness of the intersecting, inter- meshed nature of her multiple oppressions and her moving autohistoria, what I would call her lived-theory, pierced me.4 Reading about her struggles in the borderlands struck me intellectually and viscerally, given my own experience as a Latina who felt displaced and who often wondered about the question of home ever since revolution transformed my life, and many other Nicaraguans’ daily lives in the summer of 1979.
    [Show full text]
  • Queeremos a Gloria Anzaldúa: Identity, Difference, New Tribalism, and Affective Eco-Dialogues1
    Camino Real 10: 13. (2018): 47-62 Queeremos a Gloria Anzaldúa: Identity, Difference, New Tribalism, and Affective Eco-Dialogues1 CaroliNa NúñEz-PuENtE Abstract This article starts by conceptualizing Anzaldúa’s (and other thinkers’) approaches to poetry, queerness, identity, and difference fromBorderlands (1987) to later works. Part two examines her thoughts on new tribalism, most of which appeared in Interviews/Entrevistas (2000), This Bridge We Call Home (2002), The Gloria Anzaldúa Reader (2009), and Light in the Dark (2015). Both sections also describe the possible dialogues between her poetry and prose. Part three takes dialogical connections further, by putting Anzaldúa into an affective eco-dialogue (my term) with contemporary feminists. The article’s thesis is that Anzaldúa’s queer way of feeling-thinking-being marked the style, themes, and goals of her oeuvre; furthermore, given her ability to go beyond binary oppositions by means of articulating difference in an affective, dialogical, and ecofeminist fashion, Anzaldúa must be considered a posthumanist philosopher. Keywords: Affective eco-dialogue, queer approach, ecofeminism Carolina Núñez-Puente is an Associate Professor of English at the University of A Coruña (Spain). She has published on Gloria Anzaldúa, Sandra Cisneros, and Renato Rosaldo, among others. She has also coedited Queering Women’s and Gender Studies (CSP, 2016). Núñez-Puente, C. “Queeremos a Gloria Anzaldúa: Identity, Difference, New Tribalism, and Affective Eco- Dialogues”. Camino Real, 10:13. Alcalá de Henares: Instituto Franklin-UAH, 2018. Print. Recibido: 10 de diciembre de 2017; 2ª versión: 11 de abril de 2018. 47 Camino Real Resumen Este artículo comienza conceptualizando los enfoques de Anzaldúa (y otros/as pensadores/as) sobre poesía, queerness, identidad y diferencia desde Borderlands (1987) hasta obras posteriores.
    [Show full text]
  • Testimoniando En Nepantla: Using Testimonio As a Pedagogical Tool for Exploring Embodied Literacies and Bilingualism
    Testimoniando en Nepantla: Using Testimonio as a Pedagogical Tool for Exploring Embodied Literacies and Bilingualism Christina Passos DeNicolo Mónica Gónzalez ABSTRACT: This research study examines the use of testimonio, a narrative of marginalization, in a third grade language arts classroom. Through a Chicana/Latina feminist framework, which prioritizes theorizing from the body, the authors explore the process of sharin g and witnessing testimonio as an embodied literacy practice. Data sources for this qualitative case study consist of written work, oral recordings, and interviews at the end of the data collection period. Through data analysis, students’ embodied knowledge was evident in their reading and writing of testimonio. The findings indicate that emergent bilingual Latina/o students found themselves within a contradictory yet transformative space as they made sense of the politics of bilingualism alongside their bilingual identities. In creating a space for students to reflect and contemplate their lives between worlds, they were able to discuss painful experiences and reframe them towards transformative ends. As such, testimoniando, the process of sharing the narratives, became a pedagogical tool to identify nepantla, the in-between space, where students negotiated the productive tensions of their language learning processes. Key words: Embodied Literacies, Testimonio, Emergent Bilinguals, Nepantla, Latina/o Dr. Christina P. DeNicolo is an Assistant Professor of Bilingual and Bicultural Education at Wayne State University, where she teaches courses on bilingual and ESL program development, methodology, and assessment. Her research examines how sociopolitical contexts shape the implementation of bilingual education programs, and, in turn, how the programs can impact the literacy development of bilingual students who are developing proficiency in two or more languages.
    [Show full text]
  • Chicana Environmentalisms: Deterritorialization As a Practice Of
    Chicana Environmentalisms: Deterritorialization as a Practice of Decolonization Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Christina M. Holmes Graduate Program in the Department of Women’s Studies The Ohio State University 2010 Committee: Cathy Rakowski, Advisor Christine Keating Guisela Latorre Copyright by Christina M. Holmes 2010 Abstract This dissertation considers the state of environmentalism in feminist studies in the American academy. I propose that ecofeminism, the branch of feminist philosophy that concerns itself with environmentalism, is limited by disciplinary divides and geographical exclusions that appear in its historiography—these limit what counts as ecofeminism as well as what it could be. “Ecofeminism” describes many things, including how the domination of women may be linked to the domination of nature and an examination of women’s environmental activism. While ecofeminist theories criticize the historically negative image of women and nature that exists in patriarchal cultures that measure nature by its market value, ecofeminism also posits a positive identification of women with nature. Some point to women’s greater contact with the environment through farming and conservation, reproduction and care work, or a spiritual connection with “mother nature” to describe woman-nature identifications and argue that women are well-positioned to protect nature. Though ecofeminist theory is useful for understanding the nature of oppression and strategies for resistance, it has also been marginalized in feminist studies due to criticisms of gender essentialism. It has also been marginalized because of its exclusions, including what appears to be a white, middle-class bias.
    [Show full text]
  • Download Edición
    EDICIÓN XVII TRANSBORDER MATTERS: CIRCULACIONES LITERARIAS, TRANSFORMACIONES CULTURALES MEXICANAS Y CHICANAS Romana Radlwimmer (ed.) Transborder Matters: circulaciones literarias, transformaciones culturales mexicanas y chicanas Romana Radlwimmer (ed.) iMex. Mexico Interdisciplinario / Interdisciplinary Mexico, 2020/1, año 9, n° 17, 207 pp. DOI: 10.23692/iMex.17 Website: https://www.imex-revista.com/ediciones/xvii-transborder-matters/ iMex. Mexico Interdisciplinario / Interdisciplinary Mexico www.imex-revista.com ISSN: 2193-9756 Vittoria Borsò Frank Leinen Guido Rings Yasmin Temelli Título / Title: Transborder Matters: circulaciones literarias, transformaciones culturales mexicanas y chicanas Editora: Romana Radlwimmer Edición / Issue: 17 Año / Year: 2020/1 DOI: 10.23692/iMex.17 Páginas / Pages: 207 Corrección / Copy-editing: Ana Cecilia Santos, Hans Bouchard, Stephen Trinder Diseño / Design: Hans Bouchard Esta publicación y sus artículos están licenciados bajo la "Licencia Creative Commons Atribución- CompartirIgual 4.0 Internacional" (CC BY-SA 4.0). This publication and articles are licensed by the "Creative Commons Attribution-ShareAlike 4.0 International License" (CC SA-BY 4.0). México Interdisciplinario / Interdisciplinary Mexico TRANSBORDER MATTERS: CIRCULACIONES LITERARIAS, TRANSFORMACIONES CULTURALES MEXICANAS Y CHICANAS DOI: 10.23692/iMex.17 Año IX (2020/1) N°17 Editorial ROMANA RADLWIMMER .............................................................................................................. 8 Transborder Matters: A Conceptual
    [Show full text]
  • Nos/Otras Living in Nepantla: Gloria Anzaldúa’S Concepts of Borderland Identity in Contemporary World
    ROCZNIKI HUMANISTYCZNE Tom LXV, zeszyt 11 – 2017 DOI: http://dx.doi.org/10.18290/rh.2017.65.11-14 GRAŻYNA ZYGADŁO * NOS/OTRAS LIVING IN NEPANTLA: GLORIA ANZALDÚA’S CONCEPTS OF BORDERLAND IDENTITY IN CONTEMPORARY WORLD A b s t r a c t. This text is devoted to Borderlands identity theory created by Gloria Anzaldúa, Mexican–American writer and activist, in the context of feminist criticism of women of color, or Third World feminism. The author discusses some of the most important concepts and theories created by Anzaldúa throughout her literary career such as: a vision of El Mundo Zurdo; the idea of bridging understood as a connection between women from different backgrounds; theory of in- clusivity which encompasses various previously excluded categories of oppresion (ethnicity, sex- uality, class, origin, etc.); the idea called New Tribalism; the concept of Nepantla; theory of nos/otras; and finally the idea of conocimiento, which is an alternative method of knowledge ac- quisition resulting from the awakening of consciousness. The major goal of the paper is to show how certain ideas, which have been present in literature and the humanities for many years, can now be applied in the contemporary world as a solution to the problem of incomprehension of differences between “us” and “others.” Key words: borderlands; gender; Gloria Anzaldúa; Other; Third World feminism. To survive the Borderlands you must live sin fronteras be a crossroad. (Gloria Anzaldúa) Nowadays as a result of the huge wave of immigration form Syria and various North African countries Europe is facing a break through point in its history.
    [Show full text]