2009
DOI: 10.17763/haer.79.4.4k3x387k74754q18
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The Xicana Sacred Space: A Communal Circle of Compromiso for Educational Researchers

Abstract: The Xicana Sacred Space resulted from an effort to develop a framework that would center the complexities of Chicana ontology and epistemology as they relate to social action projects in our communities. Claiming indigenous roots and ways of knowing,the Xicana Sacred Space functions as a decolonizing tool by displacing androcentric and Western linear notions of research in favor of a Mestiza consciousness(Anzaldúa, 1999). Organically born, the space proved to be an important source of knowledge, strength, insp… Show more

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Cited by 38 publications
(11 citation statements)
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“…Our work differs from Coles' in that our 'ways of seeing' reflect our early childhood educator experiences and our own Latina/Xicana (Soto et al, 2009) epistemologies. Our theoretical perspective relied on children's intuitive political thinking (as described by Coles) and Delgado Bernal's (1998) notion of cultural intuition.…”
Section: Our Methodsmentioning
confidence: 78%
“…Our work differs from Coles' in that our 'ways of seeing' reflect our early childhood educator experiences and our own Latina/Xicana (Soto et al, 2009) epistemologies. Our theoretical perspective relied on children's intuitive political thinking (as described by Coles) and Delgado Bernal's (1998) notion of cultural intuition.…”
Section: Our Methodsmentioning
confidence: 78%
“…Listening circles or town halls are one mode of fostering community dialogue among students (Lopez & Zúñiga, 2010). Listening circles, also known as restorative justice circles, peacemaking circles (Coates et al, 2003), or communal circles (Diaz Soto et al, 2009), derive from indigenous practices of community dialogue and are used in decolonial social justice praxis to hold people in positions of power accountable for maintaining systems of oppression, and to take collective action. More common in higher education are town hall style meetings (Bemak et al, 2011;Green et al, 2008), held to promote a platform for student feedback, input, and ideas.…”
Section: Community Dialoguementioning
confidence: 99%
“…Beyond our pláticas, which occurred in real time on video conferencing platforms, we also engaged in what Domingo (2014) referred to as digital tambayan , a term that draws on the Tagalog concept for “hanging out,” across multiple online and mobile communication platforms. As a collective-in-the-making, our intimate pláticas and tambayan became spaces for theorization, as we continually made sense of our lifework in literacy research through our own experiences (Soto et al, 2009).…”
Section: Grounding and Contextmentioning
confidence: 99%