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)