The Adelante Oral History Project: A Site of Decolonial Potential in Transforming School Curriculum

Date
2014
Authors
Mendoza, Sylvia
Journal Title
Journal ISSN
Volume Title
Publisher
UCLA Journals
Abstract

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.

Description
Published version available at https://escholarship.org/uc/item/18z22942#main.
Keywords
Citation
Mendoza, S. (2014). The Adelante Oral History Project as a site of decolonial potential in transforming school curriculum. Regeneración Tlacuilolli: UCLA Raza Studies Journal, 1(1), 11-26.
Department
Race, Ethnicity, Gender, and Sexuality Studies (REGSS)