ERIC Number: EJ1071860
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 60
An "Acción" Approach to Affirmative Action: Hispanic-Serving Institutions as Spaces for Fostering Epistemic Justice
Gonzales, Leslie D.
Association of Mexican American Educators Journal, v9 n1 p28-41 2015
In this article, readers are asked to suspend conventional notions of affirmative action as a policy that ensures equitable admissions practices to the nation's most elite post secondary institutions, and instead to consider how affirmative action might be understood as a way to challenge the relations of power that govern the legitimation of knowledge and knowers within academia. Specifically, I present a model where Hispanic-Serving Institutions employ funds of knowledge work in order to foster epistemic justice: spaces where Latina and Latino students and the broader communities from which they come are positioned as thinkers, knowers, problem-solvers, and theorists in their own right.
Descriptors: Hispanic American Students, Institutional Characteristics, Affirmative Action, Justice, Power Structure, Access to Education, College Students, Models, Cultural Background, College Admission, Educational Finance, Hispanic American Culture, Culturally Relevant Education, Minority Group Teachers, Role Models, College Faculty
Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: firstname.lastname@example.org; Web site: http://www.amae.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A