Hidden knowing of working-class transnational Mexican families in schools: bridge-building, Nepantlera knowers

Kasun, G. Sue

doi:10.1080/17457823.2014.911664

Cited by 15 publications

(20 citation statements)

References 24 publications

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“…Unfortunately, such views are not an exception among educators, under whose tutelage are millions of students and an immeasurable civic responsibility. Research suggests that these students are anything but deficient (Kasun, 2014). On the contrary, many immigrant students are equipped with knowledge that spans cultural and political borders.…”

Section: Transnationalsmentioning

confidence: 99%

The Hidden Curriculum Undone: Teaching Institutional Knowledge to Transnational Families

Call¹,

Clark²

2017

JAER

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Abstract. This article analyzes one aspect of the hidden curriculum perpetuated throughout public education-transnational families lacking institutional knowledge. This is an effort to combat unwanted ignorance by both the dominant culture and those who are attempting to assimilate. It is an effort to prevent injustices that are currently being addressed after the fact rather than as a preventative measure. In essence, we seek to provide a concrete solution to the hidden curriculum of institutional knowledge by proposing that it becomes a part of the community curriculum-a term we are introducing as a way to make explicit the overlooked, and the underutilized normative cultural knowledge. This article also discusses possible directions for future research and how scholars can make the hidden curriculum known by making it explicit in the community curriculum.

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Section: Transnationalsmentioning

confidence: 99%

The Hidden Curriculum Undone: Teaching Institutional Knowledge to Transnational Families

Call¹,

Clark²

2017

JAER

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“…To be clear, nepantlera work is not easy or without risks (Anzaldúa, 2002;Kasun, 2014). The direct instruction of a prescribed curriculum would be the safer route for a teacher who imagines her work to be apolitical and/or perhaps without personal impact on the heart of the learner.…”

Section: Explainsmentioning

confidence: 99%

“…I consider these questions through the lens of working to be a nepantlera, or one who engages the discomforts and liminal senses of the in-between in bridge-building work (Anzaldúa, 2002;Kasun, 2014). Anzaldúa (1999) describes Nepantla as: a Nahuatl word for .…”

Section: Theoretical Background/conceptual Frameworkmentioning

confidence: 99%

Teacher Education Nepantlera Work: Connecting Cracks-Between-Worlds with Mormon University Students

Kasun

2015

IJME

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Teacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the “cracks-between-worlds” of difference and commonality toward understanding and learning. Through Anzaldúa’s concept of autohistoria-teoria, theorizing through one’s biography, the author explores and theorizes her experiences. She encourages educators to consider how they engage students, learn from other nepantleras (bridge-builders), and create more opportunities toward shared understanding while also complicating and letting go of a dogged sense of teaching students what is “right.”

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“…Individuals in Nepantla, or nepantleros and nepantleras, sometimes hold beliefs, ways of knowing, and ideas in that are in tension with one another. 7 Nonetheless, these tensions allow them to see multiple realities from a holistic awareness of their surroundings.…”

Section: Nepantla As a Frameworkmentioning

confidence: 99%

“…[4][5][6] The word Nepantla comes from the Nahuatl word meaning "tierra entre medio" (land in between), representing the places where people straddle multiple cultures. 6,7 Nepantleros and Nepantleras live within two different worlds and as a result live in conflict between two separate cultures. Gloria Anzaldua 8 describes Nepantla as …The site of transformation, the place where different perspectives come into conflict and where you question the basic ideas, tenets, and identities inherited from your family, your education, and your different cultures.…”

Section: Nepantla As a Frameworkmentioning

confidence: 99%

Nepantleros and Nepantleras: How Latinx Adolescents Participate in Social Change in Engineering

Mejia¹,

Wilson‐Lopez²,

Robledo³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Previous studies have suggested that Latinx are underrepresented in science, technology, engineering, and mathematics (STEM) fields. The number of Latinx students in the K-12 population is constantly growing but Latinx are disproportionately not pursuing careers in engineering. At the foundation of this problem lies a deficit of critical sociocultural knowledge about these students. Although Latinx adolescents bring a wealth of knowledge, skills, and practices into the classroom, they are often unacknowledged. In this study, we focused on engineering because it has been a field characterized by particularly ethnocentric knowledge and procedures. We propose that Latinx adolescents are both creators and holders of knowledge, and that this knowledge impacts their engineering practices. We analyzed how Latinx adolescents are in constant space of Nepantla that allows for a deeper examination of their families, communities, and forms of oppression. As a result, Latinx adolescents bring forth unique ways of knowing, doing and being that provide them with unique ways of framing, approaching, and solving engineering problems.

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Hidden knowing of working-class transnational Mexican families in schools: bridge-building, Nepantlera knowers

Cited by 15 publications

References 24 publications

The Hidden Curriculum Undone: Teaching Institutional Knowledge to Transnational Families

The Hidden Curriculum Undone: Teaching Institutional Knowledge to Transnational Families

Teacher Education Nepantlera Work: Connecting Cracks-Between-Worlds with Mormon University Students

Nepantleros and Nepantleras: How Latinx Adolescents Participate in Social Change in Engineering

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