The Schooling Biographies Project: Re/Writing Our Lives Through Counter-Storytelling by Miguel Zavala at Association of Raza Educators
SchoolingBiographiesProject.pdf
(This curriculum resource guide is intended for progressive educators who want to develop a better understanding of decolonizing curricula and pedagogy. Walking the reader through a working unit plan, this resource guide brings the knowledge generated in alternative pedagogical spaces together with theoretical insights from the fields of Critical Pedagogy, Youth Participatory Action Research (YPAR), and Cultural-Historical Activity Theory (CHAT). A feature that distinguishes decolonizing pedagogies from more general critical pedagogical approaches is an explicit conceptual engagement with colonialism and imperialism. Reading and writing within/against colonialism and imperialism requires, in turn, that we unpack these historical processes and challenge their inner logics, unmasking the ways in which they are lived today. The challenge of a decolonizing pedagogy is precisely this: to draw connections between the colonial past and the present; between our lives and the social, historical, and geo-political forces that encircle them, with the goal of self and social transformation. With this pedagogical challenge in mind, the approach to teaching California History and Writing, the two subjects outlined in this resource guide, begins with a cross-curricular approach to the study of colonialism grounded in students’ lived-experiences. Along the way, important aspects of the learning process, such as the development of literacy skills, mastery of writing genres, reading and interpreting difficult historical texts, will be addressed.
Latino/a History
Anti-Oppression/Critical Consciousness: Race/Racism
Social Justice: Education
high
lesson plan,
article
no
California
Decolonizing Pedagogies,
Counter-narratives,
Interdisciplinary,
Writing,
Critical Literacy
None
submitted by Miguel Zavala
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