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 (AnzaldĂșa, 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
Hispanic Americans--Education, Hispanic Americans--Ethnic identity, Academic achievement, Oral history, Decolonization, Education
Citation
Mendoza, S. (2014). The Adelante Oral History Project as a site of decolonial potential in transforming school curriculum. RegeneraciĂłn Tlacuilolli: UCLA Raza Studies Journal, 1(1), 11-26.
Department
Race, Ethnicity, Gender, and Sexuality Studies (REGSS)