Decolonizing the Classroom Through Critical Consciousness: Navigating Solidarity en la Lucha for Mexican American Studies

References

• Acosta , C. 2007 . Developing critical consciousness: Resistance literature in a Chicano literature class . English Journal , 97 ( 2 ) : 36 – 42 .
   Google Scholar
• Acosta , C. 2012, January 23 . Banning critical teaching in Arizona: A letter from Curtis Acosta . Retrieved from http://rethinkingschoolsblog.wordpress.com/2012/01/23/banning-critical-teaching-in-arizona-a-letter-from-curtis-acosta/
   Google Scholar
• Acosta , C. and Mir , A. 2012, Summer . Empowering young people to be critical thinkers: The Mexican American studies program in Tucson . Voices in Urban Education , 34 : 17 – 28 .
   Google Scholar
• Archibald , J. 2008 . Indigenous storywork: Educating the heart, mind, body, and spirit , Vancouver, BC : UBC Press .
   Google Scholar
• Associated Students of Western Washington University Resolution Opposing the Arizona State Ban on Ethnic Studies Classes in the Tucson Unified School District. (2012). Retrieved from http://media.as.wwu.edu/up/2012/02/Doc.%203%20Ethnic%20Studies%20Resolution.pdf
   Google Scholar
• Beverley , J. 2005 . “ Testimonio, subalternity, and narrative authority ” . In The Sage handbook of qualitative research (3rd ed. , Edited by: Denzin , N. and Lincoln , Y. S. 547 – 557 . Thousand Oaks, CA : Sage .
   Google Scholar
• Bishop , R. 2005 . “ Freeing ourselves from neocolonial domination in research: A Kaupapa Maori approach to creating knowledge ” . In The Sage handbook of qualitative research (3rd ed. , Edited by: Denzin , N. and Lincoln , Y. S. 109 – 138 . Thousand Oaks, CA : Sage .
   Google Scholar
• Darder , A. 2011 . A dissident voice: Essays on culture, pedagogy, and power , New York : Peter Lang .
   Google Scholar
• Delgado , R. and Stefancic , J. 2001 . Critical race theory: An introduction , New York : New York University Press .
   Google Scholar
• Duncan-Andrade , J. 2009 . Note to educators: Hope required when growing roses in concrete . Harvard Educational Review , 79 ( 2 ) : 181 – 194 .
   Web of Science ®Google Scholar
• Freire , P. 1973 . Pedagogy of the oppressed , Hagerstown, MN : Harper & Row .
   Google Scholar
• Gutiérrez , K. 2008 . Developing a sociocultural literacy in the Third Space . Reading Research Quarterly , 43 ( 2 ) : 148 – 164 .
   Web of Science ®Google Scholar
• Hernandez-Zamora , G. 2010 . Decolonizing literacy: Mexican lives in the era of global capitalism , Tonawanda, NY : Multilingual Matters .
   Google Scholar
• MAS Encuentros, Tucson Freedom Summer . 2012 . The four tezcatlipocas , [video]. Retrieved from http://www.youtube.com/watch?v = DOH2mEODL5c
   Google Scholar
• McGinnis , E. (Producer) and Palos , A. (Director) . 2012 . Precious knowledge , Tucson, AZ : Dos Vatos Productions .
   Google Scholar
• Nguyen , M. , Elliott , J. , Terlouw , C. and Pilot , A. 2009 . Neocolonialism in education: Cooperative learning, Western pedagogy in an Asian context . Comparative Education , 45 ( 1 ) : 109 – 130 . doi: 10.1080/03050060802661428
   Web of Science ®Google Scholar
• Nieto , S. and Bode , P. 2012 . Affirming diversity: The sociopolitical context of multicultural education (6th ed.) , Boston, MA : Pearson .
   Google Scholar
• Noel , S. 2012, February 12 . Solidarity [video file] . Retrieved from http://youtu.be/ZDSTRV_maqc
   Google Scholar
• Pollock , M. 2008 . Everyday antiracism: Getting real about race in school , New York : New Press .
   Google Scholar
• Reed-Danahay , D. E. , ed. 1997 . Auto/ethnography: Rewriting the self and the social , Oxford , , UK : Berg .
   Google Scholar
• Rios , F. 2008 . From Chicano/a to Xicana/o: Critical activist teaching re/visited . Multicultural Education , 15 ( 4 ) : 2 – 9 .
   Google Scholar
• Rodríguez , R. 2012 . Tucson's maiz-based curriculum: MAS-TUSD profundo. Raza Studies Now . Retrieved from http://www.razastudiesnow.com/articles/tucson-s-maiz-based-curriculum-mas-tusd-profundo/
   Google Scholar
• Romero , A. , Arce , S. and Cammarota , J. 2009 . A barrio pedagogy: Identity, intellectualism, activism, and achievement through the evolution of critically compassionate intellectualism . Race, Ethnicity and Education , 12 ( 2 ) : 217 – 233 .
   Web of Science ®Google Scholar
• Sarroub , L. 2008 . Living “glocally” with literacy success in the Midwest . Theory into Practice , 47 ( 1 ) : 59 – 66 .
   Web of Science ®Google Scholar
• Shor , I. 1996 . When students have power: Negotiating authority in a critical pedagogy , Chicago : University of Chicago Press .
   Google Scholar
• Singleton , G. and Linton , C. 2006 . Courageous conversations about race: A field guide for achieving equity in schools , Thousand Oaks, CA : Corwin Press .
   Google Scholar
• Smith , L. T. 2012 . Decolonizing methodologies: Research and indigenous peoples (2nd ed.) , New York : Zed Books .
   Google Scholar
• Tucson Unified School District Governing Board . 2012 . “ Resolution ” . Tucson, AZ Author. Retrieved from http://tusd1.org/contents/govboard/Documents/ResolutionMAS011012.pdf.
   Google Scholar
• Villenas , S. 2006 . Latina/Chicana feminist postcolonialities: Un/tracking educational actors’ interventions . International Journal of Qualitative Studies in Education , 19 ( 5 ) : 659 – 672 .
   Google Scholar
• Wilson , W. A. 2005 . Remember this! Dakota decolonization and the Eli Taylor narratives , Lincoln, NE : University of Nebraska Press .
   Google Scholar