TY - JOUR
T1 - Transformando fronteras
T2 - Chicana feminist transformative pedagogies
AU - Elenes, C Alejandra
N1 - Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2001/9
Y1 - 2001/9
N2 - In this paper, C. Alejandra Elenes proposes ways to implement the goals of border/transformative pedagogies in classroom practices in order to deal with the multiplicity of ideologies present in educational settings. The theorization and discussion presented is based on the sometimes tense relationships between Chicana faculty and White women students. Border/transformative pedagogy incorporates as social practices the construction of knowledge(s) capable of analyzing conflicts over meaning. This pedagogy is concerned with the elimination of racial, gender, class, and sexual orientation hierarchies by decentralizing hegemonic practices that places at the center of cultural practices a homogeneous belief in US society that has marginalized the cultural practices of people of color, women, and gays and lesbians. Thus, it can be viewed as liberatory by students who agree with those goals, and oppressive for students with more conservative leanings. Based on Gloria Anzaldua’s conceptualization of mestiza consciousness, border/transformative pedagogies propose ways in which we can enact a practice where students and teachers participate, and that tries to undo dualistic thinking. Thus, this paper, which is based on classroom observations and analysis of student evaluations, is self-reflexive. Particular emphasis is placed on finding ways to be able to bring multiple ideologies and points of view to classroom discussion in ways that productive discourse is enabled. The discussion also centers on the contradictions present in classrooms that seek to be liberatory to the goals of democracy. Finally, the paper discusses ways in which women of color faculty can deal with racism existing in many contemporary educational settings.
AB - In this paper, C. Alejandra Elenes proposes ways to implement the goals of border/transformative pedagogies in classroom practices in order to deal with the multiplicity of ideologies present in educational settings. The theorization and discussion presented is based on the sometimes tense relationships between Chicana faculty and White women students. Border/transformative pedagogy incorporates as social practices the construction of knowledge(s) capable of analyzing conflicts over meaning. This pedagogy is concerned with the elimination of racial, gender, class, and sexual orientation hierarchies by decentralizing hegemonic practices that places at the center of cultural practices a homogeneous belief in US society that has marginalized the cultural practices of people of color, women, and gays and lesbians. Thus, it can be viewed as liberatory by students who agree with those goals, and oppressive for students with more conservative leanings. Based on Gloria Anzaldua’s conceptualization of mestiza consciousness, border/transformative pedagogies propose ways in which we can enact a practice where students and teachers participate, and that tries to undo dualistic thinking. Thus, this paper, which is based on classroom observations and analysis of student evaluations, is self-reflexive. Particular emphasis is placed on finding ways to be able to bring multiple ideologies and points of view to classroom discussion in ways that productive discourse is enabled. The discussion also centers on the contradictions present in classrooms that seek to be liberatory to the goals of democracy. Finally, the paper discusses ways in which women of color faculty can deal with racism existing in many contemporary educational settings.
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U2 - 10.1080/09518390110059865
DO - 10.1080/09518390110059865
M3 - Article
AN - SCOPUS:85010538940
SN - 0951-8398
VL - 14
SP - 689
EP - 702
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 5
ER -