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- Title
INTERROGATING RAZA NARRATIVES: A STORY OF BELONGING, CONFIDENCE AND HOPE.
- Authors
GARCIA-MACIAS, ANGELICA
- Abstract
As a doctoral student at a research-intensive public Hispanic Serving Institution and a Teaching Assistant in Chicanx/Latinx Studies, I have engaged in a constant process of self-reflection around how to teach beyond the assumptions and generalizations embedded in the ideologies of Chicanismo and dominant academic culture. In this essay, I use autoethnographic reflection in dialogue with Black feminist and radical theory to interrogate my educational experiences and identity, and to reflect on how anti-Blackness enters the Chicano/Latino Studies classroom. I argue that violence has been upheld within Chicano studies through its reliance on “Raza” narratives that are often used to uplift and empower students as well as to inform the disciplines’ vision of liberation and shape its educational methods. While these narratives may have at one point served to established a sense of belonging among Chicanx students, I argue that notions of “la Raza” work against Chicanx/Latinx educators’ commitment to teach with social justice values in mind; to support our student’s critical skills development; and to uplift the varying experiences that these narratives tend to erase. In concluding, I explore alternative pedagogical methods that I have experienced in the classroom, that I now attempt to integrate in my own practice to articulate a more informed and empathetic praxis, rooted in the teachings of Black radical feminist and radical traditions, while promoting a critical commitment to social justice among my students, and especially Black and Afro-descendent students I may have in my classes.
- Subjects
BLACK feminism; PRAXIS (Process); RADICAL feminism; BLACK students; BLACK feminists; INTROSPECTION; SCHOOL violence
- Publication
Journal of Education & Social Justice, 2023, Vol 8, Issue 2, p92
- ISSN
2153-683X
- Publication type
Article