The Role of Mestiza Consciousness in Three Dimensions of Educational Expectations:A Self-Narrative of Borderland Pedagogy

ABSTRACT

This manuscript examines the ways that a Queer Chicana teacher’s multiple identities and perceptions of race, gender, and sexuality shape her efforts to disrupt colonial models of education in the United States. Through a self-narrativization research design, the authors explore three essential dimensions of educational expectations (dispositional, ethical, and pedagogical) and illuminate concrete examples underpinning the concept of borderland pedagogy and the ways the teacher’s Queer and Chicana identities served as a source of strength to redefine the classroom. In doing so, this work has implications for educators to reexamine social justice dispositions and the ethical practice of classroom expectations of diverse students.

KEYWORDS:

• Borderland pedagogy
• transformative expectations
• teachers’ dispositions
• teacher identity
• ethnic studies in education

Disclosure statement

No potential conflict of interest was reported by the authors.