Literaturnachweis - Detailanzeige
| Autor/in | Salas-SantaCruz, Omi S. |
|---|---|
| Titel | Terca, pero no pendeja: Terquedad as Theory and Praxis of Transformative Gestures in Higher Education |
| Quelle | In: Association of Mexican American Educators Journal, 14 (2020) 2, S.23-43 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2377-9187 |
| Schlagwörter | Theory Practice Relationship; Praxis; Social Bias; Resistance (Psychology); Homosexuality; Sexual Identity; LGBTQ People; Hispanic American Students; College Students; Power Structure; Social Justice |
| Abstract | In this article, the author explores the concept of terquedad or waywardness as a blueprint towards gender/queer justice in education. Using María Lugones's (2003) theorizing resistance against multiple oppressions, the author presents Gloria Anzaldúa's' writings in "Borderlands/La Frontera (1987) and "This Bridge Called My Back" (1981/2015) as a project of storying the plurality of terquedad. In doing so, the author calls for a theory and praxis of terquedad as a framework to understand the embodied resistances queer and trans-Latinx/e students deploy as textual inconveniences to push back and resist the "institutional grammars" of U.S. universities (Bonilla-Silva, 2012; Crawford & Ostrom, 1995). Through a plática methodology (Fierros & Delgado Bernal, 2016), the author introduces Quiahuitl, a doctoral student engaging with a praxis of terquedad when confronted with institutional and sexual violence as she moves within and against the geographies and power structures of the university. (As Provided). |
| Anmerkungen | Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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