ERIC Number: EJ1104146
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 62
Toward a Pedagogy of Border Thinking: Building on Latin@ Students' Subaltern Knowledge
Cervantes-Soon, Claudia G.; Carrillo, Juan F.
High School Journal, v99 n4 p282-301 Sum 2016
Based on Walter Mignolo's (2000) notion of border thinking, that is, the subaltern knowledge generated from the exterior borders of the modern/colonial world system, this article extends current conceptual frameworks for the implementation of a decolonizing border pedagogy with Latin@ students in secondary schools. In particular, Cervantes-Soon and Carrillo draw from their own positionalities as border pedagogues, from Mestiz@ theories of intelligences (Carrillo, 2013) and Chicana feminist thought as exemplary articulations of border thinking, and from ethnographic research at a high school in the Mexico-U.S. borderlands to offer three pedagogical practices with the potential to cultivate border thinking and foster student agency toward social transformation.
Descriptors: Secondary Schools, Ethnography, Hispanic Americans, Hispanic American Students, Feminism, Foreign Countries, Instruction, Epistemology, Cultural Differences, Mexican Americans, Teaching Methods, Articulation (Education), Bilingual Education, Bilingualism, Secondary School Students, Secondary School Teachers, Critical Theory, Change Agents
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Mexico; United States