Transforming Educational Pathways for Chicana/o Students: A Critical Race Feminista Praxis

Transforming Educational Pathways for Chicana/o Students: A Critical Race Feminista Praxis

by Dolores Delgado Bernal, Enrique Alemán Jr.

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Overview

This book chronicles a 10-year journey to develop and sustain Adelante, a university-school-community partnership designed specifically to address public education’s failure to meet the needs of students of color, particularly Chicana/o students. The authors examine the persistent barriers, mistakes, challenges, and successes that emerged in their community-based partnership with elementary school students, college students, teachers, parents, and educational leaders. Intertwining critical race theories with Chicana feminist theories, they propose a “critical race feminista praxis” and provide real-world examples of what this praxis can look like in the context of a racialized, gendered, and colonial landscape. The book offers practical advice and theoretical insight to those interested in disrupting pervasive inequities that shape the (mis)education of marginalized students.

Book Features:

  • Fills a void about how to engage in activist scholarship by describing concrete strategies and practices employed by the authors.
  • Offers theoretical contributions through the braiding together of critical race and Chicana feminist theories.
  • Proposes a partnership model for working with communities of color that promotes pathways to higher education.

“Theoretically cutting-edge and with practical on-the-ground application, Transforming Educational Pathways is a brilliant example of how university–school–community collaborations can be reshaped into transformative praxis in the education of Chicanx, Latinx students. The balanced combination of community-engaged work and scholar-activist research in this groundbreaking book powerfully move us further in the spiritual journey of reimagining and transforming the inequities of educational institutions for Chicanx, Latinx students and their families and communities.”
Luis Urrieta, professor, The University of Texas at Austin

“Delgado Bernal and Aleman start and end with the transformative idea that all students should be expected to attend college from their earliest experiences in public education—kindergarten. By challenging the deficit notions surrounding Chicana/o students and their communities, the authors provide the most compelling asset-based and theoretically grounded university–community partnership program I’ve seen in the K–8 sector.”
Daniel G. Solorzano, professor, University of California, Los Angeles

“Transforming Educational Pathways for Chicana/o Students is a compelling and intimate account of the development of  Adelante, an innovative university–school partnership. It is also an inspiring story of the impact of culturally affirming and anticolonial education on Latina/o children and their teachers, university student mentors, and parents. The process of changing deficit-based school culture is a difficult one, as the book shows. Yet, drawing on Gloria Anzaldúa’s feminist theorizing, Delgado Bernal and Alemán offer a theory of school change where collisions, difficult solidarities, and transformative moments constitute a praxis of hope, imagination, and social justice.”
Sofia Villenas, professor, Cornell University



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Product Details

ISBN-13: 9780807775042
Publisher: Teachers College Press
Publication date: 01/22/2017
Series: Multicultural Education Series
Sold by: Barnes & Noble
Format: NOOK Book
File size: 636 KB

About the Author

Dolores Delgado Bernal is professor of education and ethnic studies at the University of Utah. Enrique Alemán, Jr., is professor and chair of educational leadership and policy studies at the University of Texas at San Antonio. Both are cofounders of the Adelante Partnership.

Table of Contents

Series Foreword James A. Banks ix

Acknowledgments xv

Introduction 1

Building Adelante as a University-School-Community Partnership 3

An Overview of What Follows 6

1 The Origin and Context of Adelante 9

Research as Intervention 12

The Utah Context as Distinct and All Too Familiar 15

A Portrait of the Neighborhood and the School 18

2 Trenza in Our Partnership Work 21

Critical Race Theories 22

Chicana Feminist Theories 26

Critical Race Feminista Praxis 29

Adelante's Program Elements 31

3 L@s Primer@s 33

What Did They Take Away from Adelante? 34

Portraits: A Look at Two of L@s Primer@s 35

Mentors: Embodying the Message of Brown College Students 37

Academic Outcomes and a Continued Trend of Exclusion 43

4 Parents, Teachers, and Transformative Ruptures 48

Cultivating Confianza, Engagement, and Leadership 49

Deficit Discourses as the Ongoing Omnipresent Choque 51

Frustration, Surveillance, and the Disciplining of Brown Students 54

(Re)Building Allies from a Transformative Rupture 58

5 Politicizing Diversity Scholars in a White University 60

Program Development as a Transformative Rupture 61

Reflective and Engaged Student Scholars: Affirmation and Shifting Identities 65

Theory into Practice in the Diversity Scholars Program 73

6 Consejos for Critical Race Feminista Praxis 75

Nepantla: Being at Home with Conflict and Ambiguity 76

Transas: Maneuvering, Strategizing, and Positioning Across Educational Institutions 80

Transformative Ruptures: A Pathway to Chican@ Education 86

Conclusion 92

Epilogue 95

Notes 99

References 105

Index 115

About the Authors 125

What People are Saying About This

From the Publisher

"Delgado Bernal and Aleman start and end with the transformative idea that all students should be expected to attend college from their earliest experiences in public education—kindergarten. By challenging the deficit notions surrounding Chicana/o students and their communities, the authors provide the most compelling asset-based and theoretically grounded university–community partnership program I’ve seen in the K–8 sector."
—Daniel G. Solorzano, professor, University of California, Los Angeles


"Transforming Educational Pathways for Chicana/o Students is a compelling and intimate account of the development of Adelante, an innovative university–school partnership. It is also an inspiring story of the impact of culturally affirming and anticolonial education on Latina/o children and their teachers, university student mentors, and parents. The process of changing deficit-based school culture is a difficult one, as the book shows. Yet, drawing on Gloria Anzaldúa’s feminist theorizing, Delgado Bernal and Alemán offer a theory of school change where collisions, difficult solidarities, and transformative moments constitute a praxis of hope, imagination, and social justice. "
—Sofia Villenas, professor, Cornell University


"Theoretically cutting-edge and with practical on-the-ground application, Transforming Educational Pathways is a brilliant example of how university–school–community collaborations can be reshaped into transformative praxis in the education of Chicanx, Latinx students. The balanced combination of community-engaged work and scholar-activist research in this groundbreaking book powerfully move us further in the spiritual journey of reimagining and transforming the inequities of educational institutions for Chicanx, Latinx students and their families and communities."
—Luis Urrieta, professor, The University of Texas at Austin

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