Latina Urban Education: At the Crossroads of Intersectional Violence
This chapter investigates how urban education reproduces oppressive colonial legacies and how the Latina body experiences the schooling process. We especially retrace the ideological, methodological, and dialectic footing of the (mis)education of Latinas
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Latina Urban Education: At the Crossroads of Intersectional Violence Kathy Mariscal, Yesenia Velásquez, Arturo Agüero, and Luis Urrieta
46.1 Introduction As a Chicana from south central Los Angeles, as a daughter of Mexican immigrants, a queer Mestizo ni de aquí ni de allá, and an indígena scholar, we do not merely read about education as it happens to Chicanas/Latinas. We are telling and retelling how schooling and education has impacted us as Chicanas, Latinas, a Mestizo, and an indígena. Schooling and education are not the same phenomenon just as education and educación are false cognates of the other (see Urrieta and Villanes 2013; Bernal et al. 2006; Valenzuela 1999). We come from a tradition of educación that speaks to loving, healing and critical pedagogies that honor the voice of our sisters, mothers, tías, abuelas, partners, daughters, and activists who pave the way for us to continue this legacy (Delgado Bernal et al. 2006). Educación has impacted how we have come to understand family, friends, communities, aspirations, and understandings of the world (Urrieta 2010; Valenzuela 1999). We have acquired language and tools that have helped name and understand the manifestations of oppression. Our schools are known to “fail” and to have children who are failed by a system, so why are we here? Schooling is both a colonial project and a site, both an event and a system we partake in consciously and unconsciously (Tuck and Yang 2012). Oppressive systems of education, schooling, and research act as apparatuses to disseminate dominant ideologies and reinforce the hierarchical configurations of society that sustain racism, sexism, eurocentrism, classism, colonialism, heteronormative patriarchy, and many other “isms” of oppression. Urban education continues to reproduce everyday experiences in schools that need to be explored with Latinas at the center of analysis; thus, moving from the dominant dichotomous thinking that plagues K. Mariscal (*) • Y. Velásquez • A. Agüero • L. Urrieta University of Texas at Austin, Austin, TX, USA e-mail: [email protected] © Springer International Publishing Switzerland 2017 W.T. Pink, G.W. Noblit (eds.), Second International Handbook of Urban Education, Springer International Handbooks of Education, DOI 10.1007/978-3-319-40317-5_46
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urban education systems and places at its margin those it sees as the Other, to one of intersectionality. By shifting away from viewing the Latina from a dichotomy of public/private and theory/practice (Cruz 2001), an intersectional framework provides us with multidimensional analysis to honor the perspective of Latinas as agents in and around their educational experiences. Centering the Latina, re/imagines possibility and simultaneously disrupts the Western-, hetero,- and male-centric educational rubrics and ways of knowing to amplify nuestras voces, nuestras realidades, y nuestras humanidades. Our use of the term Latina attempts to include the many lives and voices of nosotras in the United States. Latinas come from
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