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While the genre of testimonio has deep roots in oral cultures and
in Latin American human rights struggles, the publication and
subsequent adoption of This Bridge Called My Back (Moraga &
Anzaldua, 1983) and, more recently, Telling to Live: Latina
Feminist Testimonios (Latina Feminist Group, 2001), have
demonstrated the power of testimonio as a genre that exposes
brutality, disrupts silencing, and builds solidarity among women of
colour. Within the field of education, scholars are increasingly
taking up testimonio as a pedagogical, methodological, and activist
approach to social justice, which transgresses traditional
paradigms in academia. Unlike the more usual approach of
researchers producing unbiased knowledge, the testimonio challenges
objectivity by situating the individual in communion with a
collective experience marked by marginalization, oppression, or
resistance. This approach has resulted in new understandings about
how marginalized communities build solidarity, and respond to and
resist dominant culture, laws, and policies that perpetuate
inequity. This book contributes to our understanding of testimonio
as it relates to methodology, pedagogy, research, and reflection in
pursuit of social justice. A common thread among the chapters is a
sense of political urgency to address inequities within Chicana/o
and Latina/o communities. This book was originally published as a
special issue of Equity & Excellence in Education.
While the genre of testimonio has deep roots in oral cultures and
in Latin American human rights struggles, the publication and
subsequent adoption of This Bridge Called My Back (Moraga &
Anzaldua, 1983) and, more recently, Telling to Live: Latina
Feminist Testimonios (Latina Feminist Group, 2001), have
demonstrated the power of testimonio as a genre that exposes
brutality, disrupts silencing, and builds solidarity among women of
colour. Within the field of education, scholars are increasingly
taking up testimonio as a pedagogical, methodological, and activist
approach to social justice, which transgresses traditional
paradigms in academia. Unlike the more usual approach of
researchers producing unbiased knowledge, the testimonio challenges
objectivity by situating the individual in communion with a
collective experience marked by marginalization, oppression, or
resistance. This approach has resulted in new understandings about
how marginalized communities build solidarity, and respond to and
resist dominant culture, laws, and policies that perpetuate
inequity. This book contributes to our understanding of testimonio
as it relates to methodology, pedagogy, research, and reflection in
pursuit of social justice. A common thread among the chapters is a
sense of political urgency to address inequities within Chicana/o
and Latina/o communities. This book was originally published as a
special issue of Equity & Excellence in Education.
In this Second Edition of her bestseller, Christine Sleeter and new
co-author Judith Flores Carmona show how educators can learn to
teach rich, academically rigorous, multicultural curricula within a
standards-based environment. The authors have meticulously updated
each chapter to address current changes in education policy and
practice. New vignettes of classroom practice have been added to
illustrate how today’s teachers navigate the Common Core State
Standards. The book’s field-tested conceptual framework
elaborates on the following elements of curriculum design:
ideology, enduring ideas, democratized assessment, transformative
intellectual knowledge, students and their communities,
intellectual challenges, and curriculum resources. Un-Standardizing
Curriculum shows teachers what they can do to “un-standardize”
knowledge in their own classrooms, while working toward high
standards of academic achievement.
Critical storytelling, a rich form of culturally relevant, critical
pedagogy, has gained great urgency in a world of standardization.
Crafting Critical Stories asks how social justice scholars and
educators narrate, craft, and explore critical stories as a tool
for culturally relevant, critical pedagogy. From the elementary to
college classroom, this anthology explores how different genres of
critical storytelling - oral history, digital storytelling,
testimonio, and critical family history - have been used to examine
structures of oppression and to illuminate counter-narratives
written with and by members of marginalized communities. The book
highlights the complexity of culturally relevant, social justice
education as pedagogues across the fields of education, sociology,
communications, ethnic studies, and history grapple with the
complexities of representation, methodology, and the meaning/impact
of employing critical storytelling tools in the classroom and
community.
Critical storytelling, a rich form of culturally relevant, critical
pedagogy, has gained great urgency in a world of standardization.
Crafting Critical Stories asks how social justice scholars and
educators narrate, craft, and explore critical stories as a tool
for culturally relevant, critical pedagogy. From the elementary to
college classroom, this anthology explores how different genres of
critical storytelling - oral history, digital storytelling,
testimonio, and critical family history - have been used to examine
structures of oppression and to illuminate counter-narratives
written with and by members of marginalized communities. The book
highlights the complexity of culturally relevant, social justice
education as pedagogues across the fields of education, sociology,
communications, ethnic studies, and history grapple with the
complexities of representation, methodology, and the meaning/impact
of employing critical storytelling tools in the classroom and
community.
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