The Adelante Oral History Project: A Site of Decolonial Potential in Transforming School Curriculum
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This paper analyzes the decolonial potential of an oral history project based out of a predominantly Latina/o and low-income elementary school in Salt Lake City, Utah. Considering the history of colonizing school curriculums, practices, and institutions that marginalize students of color, this paper applies a lens of decoloniality (Anzaldúa, 1999; Fanon, 2008; Dei, Mazzuca, Melsaac, & Zine, 1997;Villenas, 2010) to understand how alternative educational projects can disrupt colonizing school curriculums to improve and enhance the educational experience of Latina/o elementary students.
Published version available at https://escholarship.org/uc/item/18z22942#main.
Race, Ethnicity, Gender, and Sexuality Studies (REGS)Race, Ethnicity, Gender, and Sexuality Studies (REGS)