Ligia López López
Datos Biográficos
| ID | 454050 |
|---|---|
| NOMBRE | Ligia López López |
| NOMBRES | Ligia López |
| APELLIDO | López |
| FIRMA | LÓPEZ L L |
| AFILIACIONES | The University of Melbourne |
| ORCID | 0000-0001-6035-7376 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 6 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
Learners co-creating mathematics metaknowledge and expanding curriculum on YouTube
This article has emerged from a humble attempt to respond to the repeated calls of First Nations peoples to ‘listen’. Listening to calls to action from some Aboriginal and Torres Strait Islander researchers, we begin to consider possible implications for the future of mathematics education. In this article we aim to pay attention to Professor Martin Nakata’s recommendation of metaknowledge. We argue that his call for including more disciplinary m…
Black and Indigenous futures in education
Ontologically whole, reparations, and Wakanda’s childhoods
‘Apes,’ ‘monkeys,’ and vibranium
Racism against Black people, otherwise known as antiblack racism or antiblackness, exists in Australian classrooms and in the Australian curriculum. Contrary to the belief that antiblack racism exists offshore in distant lands away from celebrated multicultural Australia, this article demonstrates how antiblackness lives within the nation. Despite antiblack racism’s strong hold, young people in classrooms are detecting it, suspending it, and prod…
Conviviality and the making of difference
Our concern with conviviality in this special issue, 'Conviviality and the Making of Difference', emerges from an interest in interrogating and problematising how notions of the human and less than human come to be leveraged in the mobilisation of discourses and practices of conviviality in schools and society more broadly.We are particularly keen to understand the colonial logics that sustain the institutionalszation of conviviality in education…
Of Place and time
Against Curriculum
This paper examines how young people, considered as ‘fall-away’, engage with the ‘curriculum complex’, a set of relations of adult expert communities, transnational and international corporate and educational organisations, and legislations and policies, aimed at managing and containing the ‘wild’ student through the employment of correctional practices. This paper examines young people’s engagement with the curriculum complex through two inquiri…
Fractal education inquiry
This paper draws on transnational education inquiry from Guatemala to Australia. Grounded in field research on Indigenous matters, this paper offers fractal education inquiry as a proposition to interrupt the straight and spatialized notions of time that produce developmental, salvific, and progress-centric aspirations from which educational problems are generated. Set as a manifestación, the paper begins with the case of the Don Dale youth deten…
Black girl magic, y’all can’t stand it, y’all can’t ban it’
Being in curriculum is the cry of the damné to call for attention to one’s existence against the antiblack and antibrown ‘weather’ in schools. This paper draws from the cry of young people, particularly Black girls to say ‘I am here’ in curriculum. Drawing from two years of primary/elementary classroom research in the United States, this paper presents the curatorial work Black girls offered to the school curriculum. Through the political interve…
When difference comes with school
From the vantage point of Ta Moko, this paper reads educational practices as ancestral rituals engendering antibrownness. Antibrownness is the social and analytical routine that this paper attempts to unsettle by examining the curricular practices of difference making in literacy in primary education in the US as the locus of colonial interrogation. The paper unpacks how young people reckon with difference in schools through the popular culture l…
I don’t think you’re going to have any aborigines in your world’
The myth that justified the takeover of a continent lives on both in classrooms and in popular media. Drawing from classroom observations in an urban primary school in Australia, this article enters the technology in education conversation, more specifically through the use of videogames for learning. Based on classroom exchanges between teachers and students, we interrogate how the school’s use of Minecraft, a best-selling commercial videogame, …
The Making of Indigeneity, Curriculum History, and the Limits of Diversity
Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in curriculum. Taking a multidisciplinary approach to the development of teacher education in Guatemala, López provides a historical and transnational understanding of how "indigenous" has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted "c…
Summer Governor School—Spanish
These are ethnographic lines, a poem perhaps, critical reflections, or notes from observations I conducted in a Spanish-language Governor School class in a southeastern state. Governor School converges over-achieving secondary school students from across the state to attend a full summer of classes in various academic and artistic subjects. Spanish was one of them. What I observed in this class left me with a taste of wonder and some discomfort t…
Black girl magic, y’all can’t stand it, y’all can’t ban it’
Being in curriculum is the cry of the damné to call for attention to one’s existence against the antiblack and antibrown ‘weather’ in schools. This paper draws from the cry of young people, particularly Black girls to say ‘I am here’ in curriculum. Drawing from two years of primary/elementary classroom research in the United States, this paper presents the curatorial work Black girls offered to the school curriculum. Through the political interve…
The Making of Indigeneity, Curriculum History, and the Limits of Diversity
Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in curriculum. Taking a multidisciplinary approach to the development of teacher education in Guatemala, López provides a historical and transnational understanding of how "indigenous" has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted "c…
Fractal education inquiry
This paper draws on transnational education inquiry from Guatemala to Australia. Grounded in field research on Indigenous matters, this paper offers fractal education inquiry as a proposition to interrupt the straight and spatialized notions of time that produce developmental, salvific, and progress-centric aspirations from which educational problems are generated. Set as a manifestación, the paper begins with the case of the Don Dale youth deten…
I don’t think you’re going to have any aborigines in your world’
The myth that justified the takeover of a continent lives on both in classrooms and in popular media. Drawing from classroom observations in an urban primary school in Australia, this article enters the technology in education conversation, more specifically through the use of videogames for learning. Based on classroom exchanges between teachers and students, we interrogate how the school’s use of Minecraft, a best-selling commercial videogame, …
Summer Governor School—Spanish
These are ethnographic lines, a poem perhaps, critical reflections, or notes from observations I conducted in a Spanish-language Governor School class in a southeastern state. Governor School converges over-achieving secondary school students from across the state to attend a full summer of classes in various academic and artistic subjects. Spanish was one of them. What I observed in this class left me with a taste of wonder and some discomfort t…
The Making of Indigeneity, Curriculum History, and the Limits of Diversity
Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in curriculum. Taking a multidisciplinary approach to the development of teacher education in Guatemala, López provides a historical and transnational understanding of how "indigenous" has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted "c…
I don’t think you’re going to have any aborigines in your world’
The myth that justified the takeover of a continent lives on both in classrooms and in popular media. Drawing from classroom observations in an urban primary school in Australia, this article enters the technology in education conversation, more specifically through the use of videogames for learning. Based on classroom exchanges between teachers and students, we interrogate how the school’s use of Minecraft, a best-selling commercial videogame, …
Black girl magic, y’all can’t stand it, y’all can’t ban it’
Being in curriculum is the cry of the damné to call for attention to one’s existence against the antiblack and antibrown ‘weather’ in schools. This paper draws from the cry of young people, particularly Black girls to say ‘I am here’ in curriculum. Drawing from two years of primary/elementary classroom research in the United States, this paper presents the curatorial work Black girls offered to the school curriculum. Through the political interve…
When difference comes with school
From the vantage point of Ta Moko, this paper reads educational practices as ancestral rituals engendering antibrownness. Antibrownness is the social and analytical routine that this paper attempts to unsettle by examining the curricular practices of difference making in literacy in primary education in the US as the locus of colonial interrogation. The paper unpacks how young people reckon with difference in schools through the popular culture l…
Fractal education inquiry
This paper draws on transnational education inquiry from Guatemala to Australia. Grounded in field research on Indigenous matters, this paper offers fractal education inquiry as a proposition to interrupt the straight and spatialized notions of time that produce developmental, salvific, and progress-centric aspirations from which educational problems are generated. Set as a manifestación, the paper begins with the case of the Don Dale youth deten…
Against Curriculum
This paper examines how young people, considered as ‘fall-away’, engage with the ‘curriculum complex’, a set of relations of adult expert communities, transnational and international corporate and educational organisations, and legislations and policies, aimed at managing and containing the ‘wild’ student through the employment of correctional practices. This paper examines young people’s engagement with the curriculum complex through two inquiri…
Conviviality and the making of difference
Our concern with conviviality in this special issue, 'Conviviality and the Making of Difference', emerges from an interest in interrogating and problematising how notions of the human and less than human come to be leveraged in the mobilisation of discourses and practices of conviviality in schools and society more broadly.We are particularly keen to understand the colonial logics that sustain the institutionalszation of conviviality in education…
Of Place and time
‘Apes,’ ‘monkeys,’ and vibranium
Racism against Black people, otherwise known as antiblack racism or antiblackness, exists in Australian classrooms and in the Australian curriculum. Contrary to the belief that antiblack racism exists offshore in distant lands away from celebrated multicultural Australia, this article demonstrates how antiblackness lives within the nation. Despite antiblack racism’s strong hold, young people in classrooms are detecting it, suspending it, and prod…
Learners co-creating mathematics metaknowledge and expanding curriculum on YouTube
This article has emerged from a humble attempt to respond to the repeated calls of First Nations peoples to ‘listen’. Listening to calls to action from some Aboriginal and Torres Strait Islander researchers, we begin to consider possible implications for the future of mathematics education. In this article we aim to pay attention to Professor Martin Nakata’s recommendation of metaknowledge. We argue that his call for including more disciplinary m…
Black and Indigenous futures in education
Ontologically whole, reparations, and Wakanda’s childhoods
Sociology (10 obras) · Pedagogy (9 obras) · Curriculum (7 obras) · Critical Race Theory in Education (5 obras) · Law (4 obras) · Political science (4 obras) · Art (3 obras) · Computer Science (3 obras) · Indigenous (3 obras) · Law (3 obras)