Knowledge emerges through invention and re-invention, through the restless, impatient, continuing... more Knowledge emerges through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry [we] pursue in the world, with the world, and with each other .-Paulo Freire, Pedagogy of the Oppressed, 1970
Association of Mexican American Educators Journal, 2016
This article examines how the Education Leadership Foundation (a leadership development community... more This article examines how the Education Leadership Foundation (a leadership development community based organization) in partnership with the Migrant Education Program use parent retreats for building leadership, and skill development of migrant farm-working families. Utilizing cooperative and community responsive practices, these retreats build on the Community Cultural Wealth (Yosso, 2005) in migrant communities as parents develop cohesive networks and community leaders to engage in school advocacy in the service of their children. This study draws from testimonios and participant observations to reveal the particular ways that social, familial, and resistant capital are activated. We examine the unique dimensions of leadership development within (im)migrant farmworker communities, and argue for the need to rethink the role of testimonios as a pedagogical tool in parent engagement and capacity building for leadership and agency in such communities.
This qualitative study examined the decision-making process of undocumented college students purs... more This qualitative study examined the decision-making process of undocumented college students pursuing graduate degrees, and how their commitment to matriculate in higher education programs is shaped by a myriad of social, familial, financial, and institutional factors. This study drew on 2 years of ethnographic data from a sample of 20 undocumented graduate students. The authors used critical race theory and LatCrit in education as guiding frameworks. The findings revealed that family marginalization, guided pathways, and social activism inform student decisions to pursue graduate school. The article concluded with a discussion of implications and areas of future research on undocumented students pursuing a graduate education in a DACA context.
Author(s): Nava, Pedro Enrique | Advisor(s): Cooper, Robert | Abstract: This dissertation seeks t... more Author(s): Nava, Pedro Enrique | Advisor(s): Cooper, Robert | Abstract: This dissertation seeks to document how the life histories of Mexican origin (im)migrant farmworking families in a small rural California community shape their educational engagement experiences. Farmworkers living in communities like Trabajo are responsible for most of the agricultural production in California, yet their children attend under resourced schools that provide limited opportunities for academic success. This investigation examines how the intersection of their immigration status, racial and social class background, shapes how and why migrant farmworkers choose to engage in particular was in the schooling of their children. In this study I addressed the following question: 1) How are the educational engagement conceptions and practices of Mexican immigrant farmworkers shaped by their life histories? This study is unique as it locates schooling within the larger political economy of migrant farm labo...
Abstract The educational pipeline has become a commonly referenced depiction of educational outco... more Abstract The educational pipeline has become a commonly referenced depiction of educational outcomes for racialized groups across the country. While visually impactful, an overreliance on decontextualized quantitative data often leads to majoritarian interpretations. Without sociohistorical contexts, these interpretations run the risk of perpetuating culturally deficit ideologies about the causes that produce and reproduce these outcomes. In using an analysis grounded in Critical Race Quantitative Intersectionality (CRQI), this article contextualizes the educational pipeline from preschool to the professoriate through a mixed methods approach that fuses quantitative data with testimonio, a qualitative bridge to center knowledge and agency – as individuals and as a collective – in the quest for social change. This CRQI + T analysis begins with a review of educational outcome data for California and is informed by testimonios to contextualize the authors’ lived experiences within institutions shaped by the legacy of white supremacy and resistance to it.
In this article, storytelling between an abuelita and abuelito and their adult grandchild serves ... more In this article, storytelling between an abuelita and abuelito and their adult grandchild serves as a site of intergenerational communication of teachings and knowledge. Th ese communications include the preservation of cultural and historical memory, painful experiences dealing with internal and external forms of social marginalization, and the reimagining of possibilities. Th e author draws on two key educationally related stories more than thirty years apart shared by his abuelita to reveal how educational dreams and aspirations were thwarted and abetted. From these stories, implications for the use of intergenerational storytelling in the higher education classroom as a vehicle toward resisting social oppression are explored.
Knowledge emerges through invention and re-invention, through the restless, impatient, continuing... more Knowledge emerges through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry [we] pursue in the world, with the world, and with each other. —Paulo Freire, Pedagogy of the Oppressed, 1970 L iving and teaching in the heart of agrarian California's culturally, ethnically, and linguistically diverse and majority poor Central Valley, we take seriously the teaching of Brazilian educator and philosopher Paulo Freire. Freire—who " theorized that education is properly a process of learning to 'read' the world, and from his perspective, education and social activism are one and the same thing " (Hinchey, 2008, p. 15)— inspired our pedagogy to go beyond the simple process of helping practicing teachers adapt to a school's status quo. Rather, we furnish teachers with the tools for a transformative praxis that resists the social press for conforming to the forces of cultural reproduction in a school's traditional process. Educating practicing teachers involves building upon, extending, and reconstructing their schooling experiences—particularly their past experiences as students and today as they study the practice and art of critical pedagogy. Equity-oriented teacher educators must encourage individuals to design schooling to radiate a truly democratic way of life, to be consistent with the ideals of equity and justice, and to be continually informed by an action research that is,-tive can be accomplished by addressing issues of cultural responsiveness between teachers and students; in doing so, the academic engagement, achievement, and productive social action increases in students and teachers alike. The action research that we employ is both critical and predominantly qualitative. As equity-oriented teacher educators committed to a multicultural and social justice education, we have always been humbled by the " triple-consciousness " needed in this type of work. How do we simultaneously (1) model multicultural, social justice education (MSJE), (2) transform the perspectives of practicing teachers who have succeeded with many of their students in conventional school
In this article, storytelling between an abuelita and abuelito and their adult grandchild serves ... more In this article, storytelling between an abuelita and abuelito and their adult grandchild serves as a site of intergenerational communication of teachings and knowledge. Th ese communications include the preservation of cultural and historical memory, painful experiences dealing with internal and external forms of social marginalization, and the reimagining of possibilities. The author draws on two key educationally related stories more than thirty years apart shared by his abuelita to reveal how educational dreams and aspirations were thwarted and abetted. From these stories, implications for the use of intergenerational storytelling in the higher education classroom as a vehicle toward resisting social oppression are explored.
Knowledge emerges through invention and re-invention, through the restless, impatient, continuing... more Knowledge emerges through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry [we] pursue in the world, with the world, and with each other .-Paulo Freire, Pedagogy of the Oppressed, 1970
Association of Mexican American Educators Journal, 2016
This article examines how the Education Leadership Foundation (a leadership development community... more This article examines how the Education Leadership Foundation (a leadership development community based organization) in partnership with the Migrant Education Program use parent retreats for building leadership, and skill development of migrant farm-working families. Utilizing cooperative and community responsive practices, these retreats build on the Community Cultural Wealth (Yosso, 2005) in migrant communities as parents develop cohesive networks and community leaders to engage in school advocacy in the service of their children. This study draws from testimonios and participant observations to reveal the particular ways that social, familial, and resistant capital are activated. We examine the unique dimensions of leadership development within (im)migrant farmworker communities, and argue for the need to rethink the role of testimonios as a pedagogical tool in parent engagement and capacity building for leadership and agency in such communities.
This qualitative study examined the decision-making process of undocumented college students purs... more This qualitative study examined the decision-making process of undocumented college students pursuing graduate degrees, and how their commitment to matriculate in higher education programs is shaped by a myriad of social, familial, financial, and institutional factors. This study drew on 2 years of ethnographic data from a sample of 20 undocumented graduate students. The authors used critical race theory and LatCrit in education as guiding frameworks. The findings revealed that family marginalization, guided pathways, and social activism inform student decisions to pursue graduate school. The article concluded with a discussion of implications and areas of future research on undocumented students pursuing a graduate education in a DACA context.
Author(s): Nava, Pedro Enrique | Advisor(s): Cooper, Robert | Abstract: This dissertation seeks t... more Author(s): Nava, Pedro Enrique | Advisor(s): Cooper, Robert | Abstract: This dissertation seeks to document how the life histories of Mexican origin (im)migrant farmworking families in a small rural California community shape their educational engagement experiences. Farmworkers living in communities like Trabajo are responsible for most of the agricultural production in California, yet their children attend under resourced schools that provide limited opportunities for academic success. This investigation examines how the intersection of their immigration status, racial and social class background, shapes how and why migrant farmworkers choose to engage in particular was in the schooling of their children. In this study I addressed the following question: 1) How are the educational engagement conceptions and practices of Mexican immigrant farmworkers shaped by their life histories? This study is unique as it locates schooling within the larger political economy of migrant farm labo...
Abstract The educational pipeline has become a commonly referenced depiction of educational outco... more Abstract The educational pipeline has become a commonly referenced depiction of educational outcomes for racialized groups across the country. While visually impactful, an overreliance on decontextualized quantitative data often leads to majoritarian interpretations. Without sociohistorical contexts, these interpretations run the risk of perpetuating culturally deficit ideologies about the causes that produce and reproduce these outcomes. In using an analysis grounded in Critical Race Quantitative Intersectionality (CRQI), this article contextualizes the educational pipeline from preschool to the professoriate through a mixed methods approach that fuses quantitative data with testimonio, a qualitative bridge to center knowledge and agency – as individuals and as a collective – in the quest for social change. This CRQI + T analysis begins with a review of educational outcome data for California and is informed by testimonios to contextualize the authors’ lived experiences within institutions shaped by the legacy of white supremacy and resistance to it.
In this article, storytelling between an abuelita and abuelito and their adult grandchild serves ... more In this article, storytelling between an abuelita and abuelito and their adult grandchild serves as a site of intergenerational communication of teachings and knowledge. Th ese communications include the preservation of cultural and historical memory, painful experiences dealing with internal and external forms of social marginalization, and the reimagining of possibilities. Th e author draws on two key educationally related stories more than thirty years apart shared by his abuelita to reveal how educational dreams and aspirations were thwarted and abetted. From these stories, implications for the use of intergenerational storytelling in the higher education classroom as a vehicle toward resisting social oppression are explored.
Knowledge emerges through invention and re-invention, through the restless, impatient, continuing... more Knowledge emerges through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry [we] pursue in the world, with the world, and with each other. —Paulo Freire, Pedagogy of the Oppressed, 1970 L iving and teaching in the heart of agrarian California's culturally, ethnically, and linguistically diverse and majority poor Central Valley, we take seriously the teaching of Brazilian educator and philosopher Paulo Freire. Freire—who " theorized that education is properly a process of learning to 'read' the world, and from his perspective, education and social activism are one and the same thing " (Hinchey, 2008, p. 15)— inspired our pedagogy to go beyond the simple process of helping practicing teachers adapt to a school's status quo. Rather, we furnish teachers with the tools for a transformative praxis that resists the social press for conforming to the forces of cultural reproduction in a school's traditional process. Educating practicing teachers involves building upon, extending, and reconstructing their schooling experiences—particularly their past experiences as students and today as they study the practice and art of critical pedagogy. Equity-oriented teacher educators must encourage individuals to design schooling to radiate a truly democratic way of life, to be consistent with the ideals of equity and justice, and to be continually informed by an action research that is,-tive can be accomplished by addressing issues of cultural responsiveness between teachers and students; in doing so, the academic engagement, achievement, and productive social action increases in students and teachers alike. The action research that we employ is both critical and predominantly qualitative. As equity-oriented teacher educators committed to a multicultural and social justice education, we have always been humbled by the " triple-consciousness " needed in this type of work. How do we simultaneously (1) model multicultural, social justice education (MSJE), (2) transform the perspectives of practicing teachers who have succeeded with many of their students in conventional school
In this article, storytelling between an abuelita and abuelito and their adult grandchild serves ... more In this article, storytelling between an abuelita and abuelito and their adult grandchild serves as a site of intergenerational communication of teachings and knowledge. Th ese communications include the preservation of cultural and historical memory, painful experiences dealing with internal and external forms of social marginalization, and the reimagining of possibilities. The author draws on two key educationally related stories more than thirty years apart shared by his abuelita to reveal how educational dreams and aspirations were thwarted and abetted. From these stories, implications for the use of intergenerational storytelling in the higher education classroom as a vehicle toward resisting social oppression are explored.
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The author draws on two key educationally related stories more than thirty years apart shared by his abuelita to reveal how educational dreams and aspirations were thwarted and abetted. From these stories, implications for the use of intergenerational storytelling in the higher education classroom as a vehicle toward resisting social oppression are explored.
The author draws on two key educationally related stories more than thirty years apart shared by his abuelita to reveal how educational dreams and aspirations were thwarted and abetted. From these stories, implications for the use of intergenerational storytelling in the higher education classroom as a vehicle toward resisting social oppression are explored.