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
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author Luna, Nora Alicia
Jupp, James C.
author_facet Luna, Nora Alicia
Jupp, James C.
author_sort Luna, Nora Alicia
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description 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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spelling pubmed-102036842023-05-25 The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán Luna, Nora Alicia Jupp, James C. Cult Stud Sci Educ Original Paper 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. Springer Netherlands 2023-05-23 2023 /pmc/articles/PMC10203684/ /pubmed/37251641 http://dx.doi.org/10.1007/s11422-023-10183-2 Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Paper
Luna, Nora Alicia
Jupp, James C.
The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán
title The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán
title_full The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán
title_fullStr The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán
title_full_unstemmed The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán
title_short The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán
title_sort pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in el sur de tejas, aztlán
topic Original Paper
url 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
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