Tenets of<i>Body-Soul Rooted Pedagogy</i>: teaching for critical consciousness, nourished resistance, and healing

Sosa-Provencio, Mia Angélica; Sheahan, Annmarie; Desai, Shiv R.; Secatero, Shawn

doi:10.1080/17508487.2018.1445653

Cited by 17 publications

(8 citation statements)

References 54 publications

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Section: Resultsmentioning

confidence: 99%

“…Further, Lingley (2016) introduced the concept of spiritually responsive pedagogy, which aims to build interconnections for a common good and support personal agency through spiritual resources, challenging "oppressive schooling practices through the inclusion of marginalized epistemological and ontological perspectives. (p. 7) Correspondingly, body-soul rooted pedagogy (Sosa-Provencio et al, 2018) aims to use instructional practices to remedy wounds that have been afflicted upon the academic, psychological, emotional/spiritual well-being of marginalized communities, through the "wholeness of mind, body and spirit" (p.1). Kuttner (2016), in a more macro view, introduces the notion of culturally sustaining civic engagement pedagogy that encourages educators to "value the civic skills, knowledge, and attitudes already embedded in youths' cultural communities as part of a broader project of redefining what it means to be a 'competent and responsible' member of a society .…”

Section: A Generative and Dynamic Discoursementioning

confidence: 99%

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The Sociohistorical Evolution of the Language of Culturally-Based Pedagogy and its Impact on Teacher Education

et al. 2020

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The purpose of this literature review was to examine how language is used to describe and advance culturally-based pedagogy to critically reflect on the language employed in teacher education research. Our intent was to understand the terminology that has moved conversations of equity, diversity, and cultural ways of knowing to the center of urban education research and practice. Findings indicate the discourse of culturally-based pedagogy relies upon: (1) the exploration of the construct of culture, (2) the knowledge of the socio-historical context of specific terminology, and (3) a perspective that discourse is generative and dynamic.

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Section: Resultsmentioning

confidence: 99%

Section: A Generative and Dynamic Discoursementioning

confidence: 99%

The Sociohistorical Evolution of the Language of Culturally-Based Pedagogy and its Impact on Teacher Education

et al. 2020

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“…This would entail the construction of a space of critical consciousness where differences (e.g., in cultures) are not understood as obstacles to be overcome but wisdom to be shared. Education should enable schooling that decolonizes and empowers minority and other groups through critical thinking (consciousness of systemic oppression) (Sosa-Provencio et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“I didn’t know what to do, where to go”: The voices of students whose parents were born in Latin America on the need for care in Quebec universities

Soares

Magnan

2022

CJHE

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This qualitative study reports the university experiences of Quebec students whose parents were born in Latin America. The analysis, which looks at students who have either persisted in school or discontinued their studies, underscores the importance of cultural capital and, especially, an understanding of the student craft for school retention. The students report a low sense of affiliation with the university, and a perceived lack of support and care from the university and its social actors. Our interpretation of the data highlights self-blame for the challenges faced in university concurrently with the implementation of strategies to meet the challenges of the institution. We conclude by emphasizing how important it is for universities to support students better, adequately inform them about their options and the institution’s inner workings, and form a community with students in a spirit of care.

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“…10. 3389/feduc.2022.924930 of such cognition are to encourage youth to practice their culture/s and to engage in sociopolitical resistance (Hope and Bañales, 2019), so that they may more effectively cope with marginalization (Diemer et al, 2020;Sosa-Provencio et al, 2020). Thus, it is of particular importance to consider what the adaptive culture entails in terms of active resistance and behavior via critical action, the third dimension of critical consciousness.…”

Section: Integrative Model and School Ethnic-racial Socializationmentioning

confidence: 99%

School ethnic-racial socialization and critical action among Black youth

2022

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We explore the interaction of different types of school ethnic-racial socialization, youth’s perceptions of the messages that schools and their agents broadcast about race and ethnicity, as it shapes Black youth’s critical action, the individual and collective action that youth engage in to combat oppression and racism. In particular, the co-occurrence of critical consciousness socialization (emphasizes racial inequity; CCS), cultural socialization (celebrates youth’s culture/s; CS), and color evasive socialization (de-emphasizes and thus delegitimizes the importance of race; CES) are explored. The adaptive culture and Mustaffa’s conceptualization of Black lifemaking, an aspect of freedom dreaming in which Black people define and care for themselves in ways (such as critical action) that counter dominant, anti-Black ideologies, serve as the overarching theoretical frameworks. As both the adaptive culture paradigm and critical action necessitate a target of resistance, we hypothesize that CES, in providing Black youth something to resist against, may actually serve as a positive moderator between CCS and/or CS and their critical action. We investigate these questions among a sample of Black adolescents (n = 285, M = 15.09 years, and SD = 1.38 years). Benjamini–Hochberg corrected hierarchical moderations with age as a covariate and socialization type and interaction between types as predictors revealed that the interaction between CCS and CES significantly predicted critically conscious action [β = 0.25, SE = 0.08, t(193) = 2.54, and p < 0.05] and political anti-racist action [β = 0.21, SE = 0.09, t(193) = 2.38, and p < 0.05]. Critically conscious action was more frequent among Black youth who perceived greater CES. The relationship between CCS and political anti-racist action was stronger among those who perceived greater CES. These findings may provide comfort to those worried about CES’ impact. Black youth simultaneously socialized with CCS seem to develop a critical consciousness that allows them to trouble CES and to be critically active despite it. Engaging in varied, frequent critical action allows Black youth to continue the life-making which improves the Black American experience and drives their freedom dreaming.

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Tenets ofBody-Soul Rooted Pedagogy: teaching for critical consciousness, nourished resistance, and healing

Cited by 17 publications

References 54 publications

The Sociohistorical Evolution of the Language of Culturally-Based Pedagogy and its Impact on Teacher Education

The Sociohistorical Evolution of the Language of Culturally-Based Pedagogy and its Impact on Teacher Education

“I didn’t know what to do, where to go”: The voices of students whose parents were born in Latin America on the need for care in Quebec universities

School ethnic-racial socialization and critical action among Black youth

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