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Abstract:
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Supervisors : Luis Urrieta and Noah De Lissovoy
This qualitative and sociohistorical study examines the lives and experiences of Chicana /o educators in Texas and the ideological and political discourses of equity and social justice that they draw from to shape their practice in three educational sites : the Llano Grande Center (LGC ) , Red Salmon Arts /Resistencia Bookstore (RSA ) , and the Advanced Seminar in Chicana /o Research (ASCR ) . I document their work based on the oral narratives of fifteen educators , site document analysis , and ethnographic work I conducted as observant participant associated with these organizations . This project extends recent scholarship that links critical pedagogy , social and cultural theories of identity formation and new social movement scholarship to understand the multiple cultural , social and political dimensions of activist education . My principal findings indicate new senses of individual and collective identity practice , reframed critical and culturally relevant pedagogies , and a reconceptualization of indigenous discourse and practice . These findings have important implications for activists , educators and researchers by rearticulating scholar activist work in new more emancipatory ways that considers place -based models of critical and cultural relevant teaching and learning and more radically democratic research practices . |