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Edited Book No access
Latinx Curriculum Theorizing
Editors:
| |
Publisher:
2019
Summary
This edited volume is a collection of empirical scholarship that focuses on curriculum as knowledge connected to the Latinx diaspora from three perspectives: content/subject matter; goals, objectives, and purposes; and experiences. In an effort to fill a void in scholarship in curriculum studies/theory for/from Latinx perspectives, this book is a beginning toward answering two important questions: first, what is the significance of the presence and absence of Latinx curriculum theorizing? And second, in what ways is Latinx curriculum theorizing connected to curriculum, as a general concept, schools’ purposes, goals, and objectives and curriculum as autobiographical? This book opens a door into understanding curriculum for/from an important population in U.S. society.
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Bibliographic data
Copyright year
2019
ISBN-Print
978-1-4985-7380-1
ISBN-Online
978-1-4985-7381-8
Publisher
Lexington, Lanham
Language
English
Pages
157
Product type
Edited Book
Table of contents
ChapterPages
Contents No access
Prologue No access
Acknowledgments No access
Introduction No access
Chapter One: Insurrection and the Decolonial Imaginary at Academia Cuauhtli No access
Chapter Two: “To Serve the People” No access
Chapter Three: Mathematics for Borderland Identities No access
Chapter Four: Southern Latinxs No access
Chapter Five: “Illegality” and the Curriculum No access
Chapter Six: Radical Literacy No access
Chapter Seven: Conocimientos Míos No access
Chapter Eight: “Un Puño de Tierra” No access
Chapter Nine: Currere from the Borderlands No access
Epilogue No access Pages 151 - 152
Index No access Pages 153 - 154
About the Editors and Contributors No access Pages 155 - 157
