Decolonizing the classroom: Mapping the impact of educational inequalities on Mexican-Americans through a Third Space Chicana Feminist analysis of literature and film

dc.contributor.advisorCantú, Norma E.
dc.contributor.authorDe Leon-Zepeda, Candace Kelly
dc.contributor.committeeMemberSaldívar-Hull, Sonia
dc.contributor.committeeMemberWoodson, Linda T.
dc.contributor.committeeMemberOrange, Carolyn
dc.date.accessioned2024-03-08T17:35:25Z
dc.date.available2024-03-08T17:35:25Z
dc.date.issued2012
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThird Space Chicana Feminists invite an alternative reading of the historical, social, personal, and political experiences of marginalized identities, as a means to challenge colonizing and linear narratives, theories, and texts. Diverging from the homogeneity of the first and second wave Feminist movements, Third Space Chicana Feminism articulates what Chela Sandoval explains as a "theory of difference" that allows for the visibility of one's gender, race, culture, or class. Chicana Feminists draw attention to an in-between social category defined as a Third Space in order to reject prevailing hegemonic classifications of otherness and marginality. My dissertation project elaborates Chicana Feminists assertion of Third Space to include the experiences of Mexican-American students and the construction of a Third Space classroom. Theorizing my lived experiences as a South Texas Chicana English-Composition instructor, I propose that the origins of this Eurocentric and homogenous discipline must be reevaluated in order to dismantle existing and oppressive theories, practices, and pedagogies that silence the agency of Third Space subjects, or Mexican-Americans; a population I define as U.S. citizens of Mexican ancestry descent. I argue that the theories of Third Space Chicana Feminists provide new methodologies for decolonizing the classroom and developing pedagogies that address the population of Mexican-American students. To better support this position, I introduce alternative ways of theorizing students' spaces by means of analyzing Mexican-American literature and films that center on the educational experiences of Mexican-American bodies. Finally, I conclude with a conversation on Third Space Chicana Feminists' praxis and how those theories can strengthen the discipline of English-Composition as evident in an analysis of Laura I. Rendón's sentipensante pedagogy and my interpretation of a pedagogy of the barrio.
dc.description.departmentEnglish
dc.format.extent252 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781267346674
dc.identifier.urihttps://hdl.handle.net/20.500.12588/6113
dc.languageen
dc.subjectChicana Feminist
dc.subjectComposition
dc.subjectMexican-American
dc.subjectPedagogy
dc.subjectThird Space
dc.subjectWriting
dc.subject.classificationPedagogy
dc.subject.classificationRhetoric
dc.subject.classificationEthnic studies
dc.titleDecolonizing the classroom: Mapping the impact of educational inequalities on Mexican-Americans through a Third Space Chicana Feminist analysis of literature and film
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEnglish
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

Files

Original bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Zepeda_utsa_1283D_10737.pdf
Size:
1.27 MB
Format:
Adobe Portable Document Format