Special Issue-- (Re)envisioning Chicana/Latina Feminist Methodologies (original) (raw)
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Special Issue: Chicana/Latina Feminism(s): Negotiating Pedagogical Borderlands
Journal of Latino-Latin Amercian Studies (JOLLAS), 2013
This special issue of JOLLAS is a reflection and extension of Chicana/Latina feminist epistemologies (CLFEs) in education. Using the work of Gloria Anzaldúa and other Chicana feminist educators, such as Dolores Delgado Bernal, in conjunction with concepts of nepantla, testimonios, and Chicana feminist-third space, the contributors exemplify how CLFEs are embodied in education research in order to provide new pedagogical understandings and visions.
Building on the rich body of work by Chicana/Latina feminists, this essay identifies future directions for scholarship on Chicana/Latina feminist pedagogies. The growing Chicana/o and Latina/o population in the United States demands more attention be paid to the heterogeneity of Latina/o educación, mothering, and transnational experiences. Technology intersects with these everyday practices, and thus how digital practices and social media influence Chicana/Latina feminisms, activism, social movements, and epistemologies must also be examined. We also highlight the importance of building on emerging work on lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues and on spiritualities that can be resources for healing and for transforming the negative consequences of educational inequalities.
Chicana/Latina Feminist Critical Qualitative Inquiry
International Review of Qualitative Research, 2017
In this article we take a journey into using Chicana/Latina feminisms as one way to unearth new possibilities for critical qualitative inquiry (CQI). We start by offering a brief overview of Gloria Anzaldúa's influence on Chicana/Latina feminism, focusing on how she has inspired researching and writing from within rather than about as a decolonial turn (Keating, 2015). We then venture into new imaginaries to pose questions that would lead us to ponder about global feminista solidarity, the spirit, and the land. Our hope is that these contemplations lead us on a path of conocimiento where we can put the broken pieces of our/selves back together again.
Educational Studies, 2018
We write this book review as the Testimonio Study Group (TSG). The TSG is an emergent, growing, and open-ended research collective whose members have been Texas residents with strong ties to the education systems of the US/Mexico Borderlands and Latin America. We write this review of Dolores Delgado Bernal, Rebecca Burciaga, and Judith Flores Carmona's Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice to express a debt of gratitude to Delgado Bernal et al.'s edited volume for advancing testimonio research in education and for advancing decolonizing and transcontinental testimonio traditions in education research. In this review, we situate the book within the emergent scholarship on Chicana feminist research epistemology and characterize its contents by exploring three chapters that are representative of the book's contents. We conclude this review with an invitation to a subjunctive dialog emphasizing the view to the South, or la mirada al Sur, as old/new historicized, decolonizing, and transcontinental direction for testimonio research in education.
Community Literacy Journal, 2009
Upon reading the preface to Chicana/Latina Education in Everyday Life, I was reminded of early childhood moments when women in my family would gather around my grandmother’s kitchen table to platicar (chat). Similarly, editors Dolores Delgado Bernal, C. Alejandra Elenes, Francisca E. Godinez, and Sofia Villenas began this anthology around a kitchen table with pláticas about their “understandings of pedagogies that recognize knowledge, power and politics as central to all teaching and learning” (ix). Together they identified a need in the field of education to merge existing interdisciplinary scholarship concerned with nontraditional pedagogies from a Chicana/Latina perspective.
Work That Matters: Tending to Chicana/Latina Studies as Home
2014
Chicana feminist praxis drives the work of Chicana/Latina Studies: The Journal of Mujeres Activas en Letras y Cambio Social (MALCS), in which we celebrate multiple forms of knowing and creating. As a critical intellectual, creative, and political space, the journal stages conversations necessary to the development of liberatory ways of thinking and being in the multiple worlds we navigate. The issue you now hold in your hands evidences the ways in which we come together across disciplines to produce necessary interdisciplinary and cross-genre critical and creative work. Volume thirteen, issue two houses the focused issue on institutional violence, and we want to situate it within the context of Chicana/Latina Studies; this issue is the largest to date. In these pages, we bring together our editorial vision for the journal as a whole, together with the work of the MALCS Ad Hoc Committee on Institutional Violence. The first section articulates the ongoing work of the journal, through critical and creative writing in dialogue with the sections that follow, which is constituted by writing solicited by the Ad Hoc Committee. The artwork of Deborah Kuetzpal Vasquez bridges the various sections of the issue, with Citlali, The Chicana Superhero, embodying the fuerza of our feminista commitments and consciousness. We acknowledge the Ad Hoc Committee for their vision, their passion, and their desire to make this issue a reality. For the final product and the energies that went into its production, we recognize the collective efforts of many who have labored behind the scenes such as members of the national advisory and editorial boards as mentors and reviewers. 20 CHICANA/LATINA STUDIES 13:2 SPRING 2014 WORK THAT MATTERS I. Resilience, Persistence, and Change: Shifting and Contesting Tradit The first section of this issue articulates the collaboration that characteri our editorial vision. The contents of this section originated both in-hou and from contributions put forward by the Ad Hoc Committee. Part of work we do as editors is through juxtaposition and ordering: placing th pieces together allows us to situate the focused issue as part of an ongoi and institutionalized Chicana/Latina resistance (as the journal of MALC the heteropatriarchal violence so compellingly articulated by the committe example, the two book reviews by Yvette Flores and Larissa M. Mercado-Ló which spotlight Chicanas with careers in science, mathematics, and engine and the intersections of race and class for women in academia, respectively document our presence and persistence in institutions of higher education "The Staging of Heteropatriarchal Violence and its Traumatic Aftermath i Adelina Anthony's Bruising for Besos and Dulce Maria Solis' CHELA," Ti Ana López explores the ways in which the playwrights use testimonios to d and document heteropatriarchal violence. Because the performative aspect to these interventions, López employs dramaturgical analysis to discuss how authors and performers understand the liberatory and potentially transfor aspects of the drama. That the work of three Tejanas: i'rene lara silva, Amalia Ortiz, and San An own poet laureate, Carmen Tafolla, is featured in this issue stands as a test to the importance of the home-place of the journal, as well as the commun that are developed both within and beyond its pages. Along with the inim Gabriella Gutierrez y Muhs, and the artist/activist collective malintZINE, poets speak directly to the theme of the focused issue. Two of them docum and critique various forms of institutional violence. MalintZINE s "De/ Romantic Revolutions" is a commentary on heteropatriarchal sexual violen and objectification from within the ranks of supposed allies, while Ortiz's
An introduction: Chicana/Latina feminista pláticas in educational research
International Journal of Qualitative Studies in Education, 2023
Historically, pláticas have existed in Chicana/o/x and latina/o/x communities for generations. Yet, it is not until the late 1970s that we begin to see Chicana/o/x and latina/o/x scholars from various disciplines employ pláticas, not as a methodology, but as a way to get to know their participants before conducting research. Since that time, pláticas have been used and discussed within academia, primarily in three distinct ways: (1) as a "gateway" to the data but not considered as data itself, (2) as a culturally familiar practice expressed and utilized by Chicana/o/x and latina/o/x scholars and communities, and (3) by scholars who ground their use of pláticas in Chicana/latina feminista frameworks and other frameworks used by Women of Color that view "kitchen table talk" as central to understanding their theorizations in the flesh (Moraga & anzaldúa, 1983). this special issue situates itself in this last strand and focuses on what a Chicana/latina feminista (ClF) plática methodology entails. in 2016, Fierros and delgado Bernal's (2016), Vamos a Pláticar, article helped change the conversation on the use of pláticas in research by shifting them from simple entryways or "small talk," to a valid methodological approach. Since that publication, there has also been a clear increase in the number of dissertations/thesis and published articles that engage pláticas in the research process. When we first drafted the call for proposals in March 2021, we did a quick search on Proquest and found 234 manuscripts that used Chicana/latina feminista pláticas; presently in February 2023, there are 604 manuscripts, nearly a threefold increase. this shows the growing interest and commitment to the development of a pláticas methodology. as scholars who have utilized and contributed to this development, the growth in the use of pláticas nudged us to explore the many ways in which this methodology was being extended and theorized by scholars. For example, we noted how Gaxiola Serrano (2019) had conceptualized walking pláticas in her dissertation and how rivera (2019) had paired pláticas with critical race frameworks to center the experiences of queer Chicana/latina higher education leaders in her dissertation. they, and others, offer original directions for pláticas in the field of education. our desire to further examine pláticas grounded in Chicana/latina feminista frameworks stems from wanting to highlight how scholars utilize this methodology and articulate its connection to Women of Color and their theorizations of oppression and resistance tied to colonialism, anti-Blackness, and white supremacy. after some discussion between the four of us and numerous inquiries from graduate student scholars interested in utilizing a pláticas methodology, we decided that a special issue would allow us to curate a space for scholars to continue theorizing and providing examples of the use of a pláticas methodology. in the Spring of 2021, our call was made public and more manuscripts than we could accept were submitted (over 70), all of them engaging pláticas in innovative ways. the final collection of articles we include in this special issue fills a critical gap in published research that addresses the structure, nuances, and messiness of Chicana/ latina feminist pláticas methodology. together, the contributions to this special issue begin to answer at least three guiding questions: (1) what are the methodological ways that pláticas can be used in educational research and praxis? (2) what are the processes of "doing" pláticas? and
2017
In this paper we take a journey into using Chicana/Latina feminisms as one way to unearth new possibilities for Critical Qualitative Inquiry (CQI). We start by offering a brief overview of Gloria Anzaldúa’s influence on Chicana/Latina feminism, focusing on how she has inspired researching and writing from within rather than about as a decolonial turn (Keating, 2015). We then venture into new imaginaries to pose questions that would lead us to ponder about global feminista solidarity, the spirit and land. Our hope is that these contemplations lead us on a path of conocimiento where we can put the broken pieces of our/selves back together again.
A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later
In this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, "Using a Chicana Feminist Epistemology in Educational Research." They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, create decolonizing methodologies, and build upon what it means to utilize Chicana feminist epistemology in educational research. Moreover, they demonstrate how such work provides new narratives that embody alternative paradigms in education research. These alternative paradigms are aligned with the scholarship of Gloria Anzaldúa, especially her theoretical concepts of nepantla, El Mundo Zurdo, and Coyolxauhqui. Finally, the authors offer researcher reflections that further explore the tensions and possibilities inherent in employing Chicana feminist epistemologies in educational research.