Linguicism, Nativism, Neo-Racism, and Racism: "What My Eyes Have Seen" a Critical Autoethnography of a Chicano Educator

Autor/in	Guillen, Hector
Titel	Linguicism, Nativism, Neo-Racism, and Racism: "What My Eyes Have Seen" a Critical Autoethnography of a Chicano Educator
Quelle	(2022), (422 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New Mexico State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1387-3
Schlagwörter	Hochschulschrift; Dissertation; Racism; Autobiographies; Minority Group Teachers; Hispanic Americans; Elementary School Teachers; Critical Race Theory; Teaching (Occupation); Acculturation; Teaching Methods; Decolonization; Scholarship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rassismus; Autobiography; Autobiografie; Autobiographie; Hispanic; Hispanoamerikaner; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching; Lehrberuf; Akkulturation; Teaching method; Lehrmethode; Unterrichtsmethode; Dekolonisation; Entkolonialisierung; Scholarships; Stipendium
Abstract	This inquiry takes a critical look at elementary school instruction to uncover forms of oppression in education including linguicism, nativism, neo-racism (cultural racism) and racism. The researcher-participant, a marginalized Chicano educator, employs critical autoethnography through the lens of Latino Critical Race Theory (LatCrit) to critically reflect on his 24-year career in education. Documented cases of subtractive schooling and exclusive curricula are presented utilizing critical race testimonio to expose moments of mundane racism and white privilege. Thus, this work also looks at teaching practices that are heavily influenced by assimilationist views that are intended to enforce Eurocentrism and everything that is Anglo-American. The researcher-participant attempts to deconstruct and confront this colonialist phenomena, on a journey towards critical consciousness and transformation, by demonstrating the disparaging effects of intolerance on his own life as a child, adolescent student, professional educator, and lifelong scholar. It is through this method that the researcher-participant decolonizes the racist repertoires that are characteristic of the knowledge generated in the context of racial domination in the United States of America. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01