For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provide an appropriate lens for qualitative research in the field of education. She then compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities. She then offers implications of critical raced-gendered epistemologies for both research and practice and concludes by discussing some of the critiques of the use of the...

Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge:

In this article, Dolores Delgado Bernal outlines a Chicana feminist epistemological framework that is new to the field of educational research. This framework, which draws from the existing work of...

https://sjsu.edu/people/marcos.pizarro/courses/215/s0/using-a-chicana-feminist-epistemology-in-educational-research.pdf

Using a Chicana Feminist Epistemology in Educational Research

This article focuses on how Chicana college students draw from what they learn in their homes and how living a mestiza consciousness may be one way by which they have navigated their way around educational obstacles and into college. More specifically, Delgado Bernal draws on the work of Anzaldua (1987) to define the concept of a mestiza consciousness as the way a student balances, negotiates, and draws from her biculturalism, bilingualism, commitment to communities, and spiritualities in relationship to her education. Using this concept, Delgado Bernal offer a unique way to understand and analyze Chicana's educational experiences. Her analysis of life history and focus-group interviews indicates that the communication, practices, and learning that occur in the home and community - pedagogies of the home - often serve as a cultural knowledge base that helps students survive and succeed within an educational system that often excludes and silences them.

Learning and living pedagogies of the home: The mestiza consciousness of Chicana students

This examines the emergence of feminist movements from the Civil Rights/Black Liberation movement, the Chicano movement, and the white left in the 1960s and 1970s. The author argues that the 'second wave' was comprised of feminisms: organizationally distinct movements that influenced each other in complex ways. The making of second wave feminisms resulted from decisions that feminists made about their political choices given constraints that affected their activism. These constraints were placed on them by structural inequalities that militated against unity among feminists from different racial/ethnic communities; by loyalties that feminists, particularly feminists of color, felt to other members of their movement communities; and by the necessity of making political decisions within a competitive and complex extra-institutional oppositional milieu.

/pdf/separate-roads-to-feminism-black-chicana-and-white-feminist-kfwh60887s.pdf

Separate roads to feminism : Black, Chicana, and white feminist movements in America's second wave

Within the context of relatively new immigration and settlement in North Carolina, this ethnographic study highlights Latina mothers' narratives and conversations about a moral family education. Their narratives involved the claiming of el hogar (the home space) in the midst of the English-speaking community's attempts to define their families and childrearing practices as “problem.” With a race-based feminist perspective, this article examines the role of the mothers' counternarratives in contesting their deficit framing, producing “educated” identities, and creating community in the rural South.

Latina Mothers and Small‐Town Racisms:Creating Narratives of Dignity and Moral Education in North Carolina

Massacre of the Dreamers: Essays on Xicanisma

Table of content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Documents about this work . . . . . . . . . . . . 1 Documents about the work So far from God (1993) / Ana Castillo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Pages in data.bnf.fr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 This page in data.bnf.fr lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Sources and references . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Link to the main catalogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Variant of the title

So Far from God

The Mixquiahuala Letters

Esta puente, mi espalda : voces de mujeres tercermundistas en los Estados Unidos

Sofia and her fated daughters, Fe, Esperanza, Caridad, and la Loca, endure hardship and enjoy love in the sleepy New Mexico hamlet of Tome, a town teeming with marvels where the comic and the horrific, the real and the supernatural, reside.

Ana Hernández del Castillo

Papers

Massacre of the Dreamers: Essays on Xicanisma

So Far from God

The Mixquiahuala Letters

Esta puente, mi espalda : voces de mujeres tercermundistas en los Estados Unidos

So far from God : a novel