Why Should Latinos Write Their Own Stories? (original) (raw)
Related papers
2015
This paper considers Sergio Troncoso's _From This Wicked Patch of Dust_ as a resistance novel. I argue that Troncoso relies on form, language, and indigenous myths and symbols to resist dominant American linguistic authority and popular imagination and to embrace his mestizo and Chicano heritage. Yet, he does not call for a complete return to old Mexico, which is itself plagued by problems of androcentrism. Instead, he calls for a Chicano identity that is defined by hybridity, ambiguity and fluidity.
Abuelita Storytelling From Pain to Possibility and Implications for Higher Education
Storytelling, Self, Society, , 2017
In this article, storytelling between an abuelita and abuelito and their adult grandchild serves as a site of intergenerational communication of teachings and knowledge. Th ese communications include the preservation of cultural and historical memory, painful experiences dealing with internal and external forms of social marginalization, and the reimagining of possibilities. Th e author draws on two key educationally related stories more than thirty years apart shared by his abuelita to reveal how educational dreams and aspirations were thwarted and abetted. From these stories, implications for the use of intergenerational storytelling in the higher education classroom as a vehicle toward resisting social oppression are explored.
Abuelita Storytelling From Pain to Possibility and Implications.pdf
Storytelling, Self, Society,, 2017
In this article, storytelling between an abuelita and abuelito and their adult grandchild serves as a site of intergenerational communication of teachings and knowledge. Th ese communications include the preservation of cultural and historical memory, painful experiences dealing with internal and external forms of social marginalization, and the reimagining of possibilities. The author draws on two key educationally related stories more than thirty years apart shared by his abuelita to reveal how educational dreams and aspirations were thwarted and abetted. From these stories, implications for the use of intergenerational storytelling in the higher education classroom as a vehicle toward resisting social oppression are explored.