We Are Victorious: Educator Activism as a Shared Struggle for Human Being

Valdez, Carolina; Curammeng, Edward R.; Pour-Khorshid, Farima; Kohli, Rita; Nikundiwe, Thomas; Picower, Bree; Shalaby, Carla; Stovall, David

doi:10.1080/00131725.2018.1458932

Cited by 25 publications

(10 citation statements)

References 12 publications

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“…Some educators have organized grassroots efforts outside of school time to collectively design curricula that center students’ healing and identity development (e.g., Coffey & Cariaga, 2015) through critical professional development (Kohli, Picower, Martinez, & Ortiz, 2015). In these groups, teachers collaboratively design curricula that use social justice pedagogy (Valdez et al, 2018), meet learning standards, for example, CCSS (Coffey & Cariaga, 2015), while also attending to educators’ needs for healing (Pour-Khorshid, 2016) and engagement in political education and activism (Kokka, 2018; Martinez, Valdez, & Cariaga, 2016).…”

Section: Discussionmentioning

confidence: 99%

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

Kokka

2018

Urban Education

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Using an ecological approach to trauma-informed care and radical healing, this case study explores how one Title I public middle school mathematics classroom offered students opportunities to engage in healing practices through the use of Social Justice Mathematics. Findings indicate that students identified their emotions, engaged in structural analyses of local social issues, and expressed plans to take action. This study suggests the possibility of using a Healing-Informed Social Justice Mathematics approach to support development of students’ sociopolitical consciousness, mathematics learning, and well-being.

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Section: Discussionmentioning

confidence: 99%

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

Kokka

2018

Urban Education

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“…Undergoing critical self-reflection, the term "radical vulnerability" has deeply resonated with me (Valdez et al, 2018) I was elated to see this man out of office, but still reeling from the injustices over the past year, from both within and outside my community. This has radicalized me, as a Latina, as an educator, and as an antiracist -I want nothing more than to help my community heal from this year, but also fight alongside others who see the work that still needs to be done.…”

Section: Kimberleymentioning

confidence: 99%

“…. In their article,Valdez et al (2018) describes the importance of centering "Radical Vulnerability and Soul Care" as an act of political and pedagogical warfare that can be used to heal us from racial trauma to reimagine our movement through the lens of emotional, Through redemption, my colleagues were able to help me transform my guilt into something valuable(Anzaldúa, 2002) Dixon et al (2014). produced a practical guide designed to celebrate all the ways our communities can engage in liberation, titled "26 Ways to Be in the Struggle: Beyond the Streets."…”

mentioning

confidence: 99%

Nuestro testimonio como guía: Estudiantes de color navegando un programa doctoral en tiempos de crisis política, racial y social

Jones

Lahn²,

George³

et al. 2022

Revista Ehquidad

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We use a storytelling approach in this study to convey our experiences as graduate students managing the triple pandemic of COVID-19, social unrest, and the mental health of doctoral students of color. We use the analytical practice of storytelling through testimonios to investigate how we navigate higher education institutions while enhancing our positionalities in the face of structural barriers and social challenges. We talk about our encounters with racism, discrimination, and power structures to demonstrate the influence of political and social pressures that exist as we navigate the doctoral program. We believe that if higher education administrators and educators are aware of the experiences of students of color navigating the laberinto of PhD programs, they can develop curriculum and support structures to help doctoral candidates thrive.

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“…This process is essential for undoing the infrastructure that upholds hegemonic monolingual/monocultural practices and creating generative approaches to bilingual education. Our next steps are to extend El Instituto to be understood as professional development through teacher activism (Valdez et al, 2018) and to include ongoing sessions that sustain solidarity and growth in critical, bilingual education work.…”

Section: Toward Epistemological Shifts In Bilingual Teacher Professional Developmentmentioning

confidence: 99%

El Instituto: Centering Language, Culture, and Power in Bilingual Teacher Professional Development

Stacy

Fernández

McGovern

2020

JCVE

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Teacher education programs have the obligation to prepare bilingual teachers, new and established, to challenge pervasive deficit and racist ideologies, to cultivate students’ identities/knowledges, and to thwart oppressive ideologies through counter-hegemonic discourses. This paper presents a case study of El Instituto, one Hispanic Serving Institution’s immersive professional development program for Spanish-speaking bilingual teachers in Los Angeles County. Conducted entirely in Spanish, the program aimed to center teachers’ sociocultural realities and community cultural wealth while honoring their linguistic capital, deepening their Spanish-language knowledge, and developing critical consciousness. Findings suggest that utilizing a sociocultural approach to simultaneously study Spanish language and critical pedagogy while centering teachers’ community cultural wealth led to deep insights about intersections of languages and culture within larger power structures that cultivate systemic oppression. However, epistemological shifts about fostering more humanizing and critical professional development for bilingual educators are necessary to achieve these goals.

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We Are Victorious: Educator Activism as a Shared Struggle for Human Being

Cited by 25 publications

References 12 publications

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

Nuestro testimonio como guía: Estudiantes de color navegando un programa doctoral en tiempos de crisis política, racial y social

El Instituto: Centering Language, Culture, and Power in Bilingual Teacher Professional Development

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