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University of Texas Rio Grande Valley
Mexican American Studies Faculty Publications and Presentations
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Full-Text Articles in Education
Historias Americanas: Implementing Mexican American Studies In K-12 Social Studies Curriculum In The Rio Grande Valley, Maritza De La Trinidad, Stephanie Alvarez, Joy Esquierdo, Francisco Guajardo
Historias Americanas: Implementing Mexican American Studies In K-12 Social Studies Curriculum In The Rio Grande Valley, Maritza De La Trinidad, Stephanie Alvarez, Joy Esquierdo, Francisco Guajardo
Mexican American Studies Faculty Publications and Presentations
This essay contributes to the growing literature on Mexican American Studies in K-12 within the broader field of Ethnic Studies. While most of the literature on the movement for Ethnic Studies within Texas and across the nation mainly focuses on the impact of Ethnic Studies courses on students’ academic success, this essay highlights a professional development program for K-12 social studies teachers in the Rio Grande Valley of South Texas entitled Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley, funded by a federal grant. This essay provides an overview of Historias Americanas, the objectives and structure of …
The University Of Texas Rio Grande Valley: Reframing Hsis Through A Multi-Sited Ethnography, Maritza De La Trinidad, Francisco Guajardo, Peter L. Kranz, Miguel Guajardo
The University Of Texas Rio Grande Valley: Reframing Hsis Through A Multi-Sited Ethnography, Maritza De La Trinidad, Francisco Guajardo, Peter L. Kranz, Miguel Guajardo
Mexican American Studies Faculty Publications and Presentations
This article contributes to the study of Hispanic-Serving Institutions (HSIs) through a narrative grounded on two points of innovation. It offers frameworks to decenter the conversation on HSIs from normative practices in higher education to focus on pedagogical, cultural, and political relational processes that find greater congruence between nominal HSIs and the Latina/o students, families, and the communities that populate those universities. It looks at points of innovation that emerged in two different parts of the country at different places, spaces, and time. One was initiated at the University of North Florida (UNF) in the early-to-mid-1970s, and the second is …
Combining Qualitative Research Perspectives And Methods For Critical Social Purposes The Neoliberal U.S. Childhood Public Policy Behemoth, Michelle Salazar Perez, Gaile S. Cannella, Cinthya M. Saavedra
Combining Qualitative Research Perspectives And Methods For Critical Social Purposes The Neoliberal U.S. Childhood Public Policy Behemoth, Michelle Salazar Perez, Gaile S. Cannella, Cinthya M. Saavedra
Mexican American Studies Faculty Publications and Presentations
This article discusses the broad-based use of bricolage to examine the neoliberal childhood policy discourses and forms of implementation that are currently practiced in the United States. Diverse, traditionally marginalized understandings such as Black feminist thought, Chicana feminism, and feminist analysis of capitalist patriarchy are combined with a Deleuze/Guattarian critique of capitalism and qualitative methods of situational analyses. We do this to identify childhood assemblages within the childhood public policy behemoth in the United States and compare these assemblages to capitalism more broadly, including how neoliberal practices are facilitated.
Crossing Borders Toward Young Transnational Lives, G. Sue Kasun, Cinthya M. Saavedra
Crossing Borders Toward Young Transnational Lives, G. Sue Kasun, Cinthya M. Saavedra
Mexican American Studies Faculty Publications and Presentations
Young immigrant youth often live their lives across borders, either by physically crossing them for return visits and/or by metaphorically crossing them through social media and cultural identification. The authors argue these students are better understood as transnational, shifting the focus for educators away from imagining their immigrant students on a straight, one-way path to assimilation in the U.S. to understanding these youths’ abilities to cross borders. Specifically, they call for a redesignation of English Language Learners (ELLs) as Transnational English Learners (TELs). Highlighting examples of educators’ successful border-crossing work, the authors call for educators to cross borders as well …
Language And Literacy In The Borderlands: Acting Upon The World Through Testimonios, Cinthya M. Saavedra
Language And Literacy In The Borderlands: Acting Upon The World Through Testimonios, Cinthya M. Saavedra
Mexican American Studies Faculty Publications and Presentations
Saavedra discusses how children in the borderlands can inform our language and literacy practices through the Latin American literary genre known as "testimonio." Drawing from the work of Chicana/Latina feminist pedagogy, I frame my "experiencias" with language and literacy in three different moments in my life. Through these "testimonios," I make connections to the lived realities of many border crossers in the US, arguing that immigrants, border crossers, and transnational children have important lessons to teach us about language and literacy. Furthermore, "testimonio" continues the project of critical pedagogy through the political act of remembering, as that is also a …
(His)Torical (Re)Presentations Of The Child, Cinthya M. Saavedra, Ellen Demas
(His)Torical (Re)Presentations Of The Child, Cinthya M. Saavedra, Ellen Demas
Mexican American Studies Faculty Publications and Presentations
No abstract provided.