The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán

Our study traces the pernicious whiteness of coloniality in elementary science classrooms in El Sur de Tejas, Aztlán. Our research method was an ethnographic case study that enabled us to explore participants’ identities within bioregional contexts. In our findings, we emphasize the pernicious white...

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Detalles Bibliográficos
Autores principales: Luna, Nora Alicia, Jupp, James C.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2023
Materias:
Original Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10203684/
https://www.ncbi.nlm.nih.gov/pubmed/37251641
http://dx.doi.org/10.1007/s11422-023-10183-2
Descripción
Sumario:Our study traces the pernicious whiteness of coloniality in elementary science classrooms in El Sur de Tejas, Aztlán. Our research method was an ethnographic case study that enabled us to explore participants’ identities within bioregional contexts. In our findings, we emphasize the pernicious whiteness of coloniality via the participants’ personal and professional identity tensions. Through our analysis, we subjunctively begin to outline what we call the multigenerationality of subtractive schooling.

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