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.
Part II: PAR EntreMundos in Action
PAR Entremundos in Action
From tracing our theoretical roots, to summarizing our understandings of PAR within a set of principles that guide our work, we move next to a set of PAR examples in action. These are projects that various members of the NLERAP PAR committee have engaged in over the years. With these projects, we attempt to illustrate different ways that guiding principles have been expressed within particular projects. Though they may address many of the principles to varying degrees, each case will highlight only a few, documenting the challenges and opportunities related to participatory work in education contexts. Rodríguez’s PRAXIS Project focuses on the themes of critical inquiry and knowledge co-construction; Cammarota’s SJEP project delves into participation, concientizacion de la colectiva and creative praxes; Rivera and colleagues’ work highlights creative praxes, power with(in), and indigenous cosmologies; the NJUYRI discusses transformative action and participation; Mayorga’s piece emphasizes concientizacion para la colectiva; and Cushing-Leubner & Eik’s linguistic right article describes participation, critical inquiry and describes transformational action. Across the projects, authors describe the goals and outcomes of the work, couched in terms of self-knowledge, community expertise and action, and humanistic engagement alongside academic skill work. We include some detail in these chapters about the process and pedagogy of PAR, revealing behind-the-scenes glimpses of PAR in action across sites in the US.←37 | 38→ ←38 | 39→
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