A Pedagogy of the Américas
Edited By Jennifer Ayala, Julio Cammarota, Margarita I. Berta-Ávila, Melissa Rivera, Louie F. Rodríguez and María Elena Torre
PAR EntreMundos: A Pedagogy of the Américas challenges the standard narratives of "achievement" to think about how Latinx students can experience an education that forges new possibilities of liberation and justice. Growing Latinx student populations have led to concerns about "assimilating" them into mainstream academic frameworks. This book offers an alternative, decolonizing approach that embraces complex Latinx identities and clears a path toward resisting systems of oppression. Educating Latinx students should involve more than just helping them achieve in school but rather having them recognize their agency to transform the larger structure of education to promote justice-oriented practices. The authors offer a framework for such transformation by honoring their theoretical lineages, proposing a set of guiding principles, and sharing stories about collective social action within and outside Latinx communities. PAR EntreMundos: A Pedagogy of the Américas is a practice of liberation and freedom.
Foreword by Sonia Nieto
Participatory Action Research (PAR) is not new, although its iteration as a methodology in social science research is relatively recent. Nevertheless, it’s probably safe to say that groups and communities throughout the world have practiced PAR for hundreds of years, though it’s likely they didn’t call it PAR. An excellent example is the literacy work Paulo Freire did with Brazilian peasants in the 1960s. But wherever and whenever people come together, especially across generations and other differences, to identify, investigate, and come up with solutions to questions and concerns about their lives, we can say that they are engaged in participatory action research. It is in this sense that PAR EntreMundos is such a significant accomplishment. In this book, teachers, youths, community members, and university researchers demonstrate how Latinx communities seek to solve their own problems and create their own futures.
The newest addition to the scholarly and community-based research by, for, and about Latinx, the authors of PAR EntreMundos are continuing the important legacy initiated in 2000. It was then that Pedraza Pedraza, a researcher at the Centro de Estudios Puertorriqueños at Hunter College in New York invited a group of scholars, community activists, and others to come together in forums throughout the United States to dialogue about education←xv | xvi→ in our communities. The result was the National Latinx Education, Research, and Policy Project (NLERAP). I was privileged to take part in this initiative from the beginning. Committed...
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