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Toward a Pedagogy of Border Thinking: Building on Latin@ Students’ Subaltern Knowledge

Toward a Pedagogy of Border Thinking: Building on Latin@ Students’ Subaltern Knowledge <p>Abstract:</p><p> Based on Walter Mignolo’s (2000) notion of <i>border thinking</i>, that is, the subaltern knowledge generated from the exterior borders of the modern/colonial world system, this article extends current conceptual frameworks for the implementation of a decolonizing border pedagogy with Latin@ students in secondary schools. In particular, Cervantes-Soon and Carrillo draw from their own positionalities as border pedagogues, from Mestiz@ theories of intelligences (Carrillo, 2013) and Chicana feminist thought as exemplary articulations of border thinking, and from ethnographic research at a high school in the Mexico-U.S. borderlands to offer three pedagogical practices with the potential to cultivate border thinking and foster student agency toward social transformation. </p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Toward a Pedagogy of Border Thinking: Building on Latin@ Students’ Subaltern Knowledge

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157

Abstract

<p>Abstract:</p><p> Based on Walter Mignolo’s (2000) notion of <i>border thinking</i>, that is, the subaltern knowledge generated from the exterior borders of the modern/colonial world system, this article extends current conceptual frameworks for the implementation of a decolonizing border pedagogy with Latin@ students in secondary schools. In particular, Cervantes-Soon and Carrillo draw from their own positionalities as border pedagogues, from Mestiz@ theories of intelligences (Carrillo, 2013) and Chicana feminist thought as exemplary articulations of border thinking, and from ethnographic research at a high school in the Mexico-U.S. borderlands to offer three pedagogical practices with the potential to cultivate border thinking and foster student agency toward social transformation. </p>

Journal

The High School JournalUniversity of North Carolina Press

Published: Apr 23, 2016

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