Mia Angélica Sosa-Provencio
Biographic Data
| ID | 4585628 |
|---|---|
| NAME | Mia Angélica Sosa-Provencio |
| GIVEN NAMES | Mia Angélica |
| FAMILY NAME | Sosa-Provencio |
| SIGNATURE | SOSA-PROVENCIO M A |
| AFFILIATIONS | University of New Mexico |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Pedagogical and curricular lessons from bilingual education activism in New Mexico
This articles presents a chronology of events of the Serna v. Portales Municipal Schools (1974) court case decided by the United States 10th Circuit Court of Appeals on its 50th anniversary. Serna protected and codified bilingual education for New Mexican children. Four lessons learned from those involved in the struggle for language rights are included. (1) Contextualize pedagogy within place and history; (2) Highlight the collaborative efforts …
Tu eres mi otro yo/ You Are My Other Me
New Mexico is comprised predominantly of People(s) of Color: 23 sovereign Indigenous nations, diverse Mexicana/o and Black communities, and African, Middle Eastern, and Asian immigrant and refugee groups. Recently, Yazzi/Martinez v. New Mexico (2018) found the state failing its constitutional mandate to equitably educate socioeconomically disadvantaged children, English Language Learners, Native American and Mexicana/o students, and children with…
A Revolucionista Ethic of Care
This qualitative Testimonio study reveals an ethic of care particular to Mexican/Mexican American youth through pedagogy and Testimonios of four Mexican/Mexican American female educators along the U.S./Mexico border. Using a Chicana feminist epistemology, findings reveal a reframed social justice revolution I term Revolucionista Ethic of Care, which bears an identity rooted in land, corn, and ancestral lines; urgency to resist oppression alongsid…
Tenets of Body-Soul Rooted Pedagogy
For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing difference/culture as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of Bo…
Creolizing the white spaces of teacher education
[R]ather than funnelling intellectual, creative, political and moral energies into preserving existing identities ... polycultural processes pursue a world more befitting the range of people that occ
Curriculum of the Mestiza/o Body
Through a Chicana Feminist and Curricular Reconceptualist lens, this article theorizes a Curriculum of the Mestiza/o Body as return to historicized, corporal knowing which takes shape, form, flesh and language in the Mestiza/o Body in order to nourish and arm especially Mexican/Mexican-American (Mexicana/o) young people toward equitable, hopeful educational futures of dignity and wellness. This work is informed within the intellectual, survival l…
Reclaiming ourselves through Testimonio pedagogy
This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service …
Seeking a Mexicana/Mestiza Critical Feminist Ethic of Care
This Chicana Critical Feminist Testimonio reveals a Mexican/Mexican-American Ethic of Care and Testimonios of struggle and survival informing curriculum and pedagogy of one Mexican/Mexican-American female educator of predominantly Mexican/Mexican-American students. This work is part of a larger ethnographic study conducted through multiple methods. Findings here reveal Diana’s Ethic of Care, a (re)framing of social justice revolution/Revolución a…
Mexican American Male Masquerades in the Institution as Bully
This Black and Chicana Feminist case study challenges national discourse surrounding school bullying as individualistic, student-centered. We explore the warrior lens of Mexican/Mexican-American males. While masquerading institutional compliance, they simultaneously unmask policies, practices as the means to control mind/bodies/spirit. This research seeks to uncover and more deeply understand lived realities at intersections of race, class, and g…
Seeking aMexicana/MestizaEthic of Care
This Chicana Critical Feminist Testimonio reveals a Mexican/Mexican-American Ethic of Care particular to the needs and strengths of Mexicana/o students and Testimonios of struggle, survival informing one Mexican/Mexican-American female educator of predominantly Mexican/Mexican-American students. This work, theoretically framed within Chicana and Black Feminisms, is part of a larger ethnographic study conducted through multiple methods. Findings r…
Reclaiming ourselves through Testimonio pedagogy
This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service …
Seeking aMexicana/MestizaEthic of Care
This Chicana Critical Feminist Testimonio reveals a Mexican/Mexican-American Ethic of Care particular to the needs and strengths of Mexicana/o students and Testimonios of struggle, survival informing one Mexican/Mexican-American female educator of predominantly Mexican/Mexican-American students. This work, theoretically framed within Chicana and Black Feminisms, is part of a larger ethnographic study conducted through multiple methods. Findings r…
A Revolucionista Ethic of Care
This qualitative Testimonio study reveals an ethic of care particular to Mexican/Mexican American youth through pedagogy and Testimonios of four Mexican/Mexican American female educators along the U.S./Mexico border. Using a Chicana feminist epistemology, findings reveal a reframed social justice revolution I term Revolucionista Ethic of Care, which bears an identity rooted in land, corn, and ancestral lines; urgency to resist oppression alongsid…
Seeking a Mexicana/Mestiza Critical Feminist Ethic of Care
This Chicana Critical Feminist Testimonio reveals a Mexican/Mexican-American Ethic of Care and Testimonios of struggle and survival informing curriculum and pedagogy of one Mexican/Mexican-American female educator of predominantly Mexican/Mexican-American students. This work is part of a larger ethnographic study conducted through multiple methods. Findings here reveal Diana’s Ethic of Care, a (re)framing of social justice revolution/Revolución a…
Tenets of Body-Soul Rooted Pedagogy
For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing difference/culture as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of Bo…
Creolizing the white spaces of teacher education
[R]ather than funnelling intellectual, creative, political and moral energies into preserving existing identities ... polycultural processes pursue a world more befitting the range of people that occ
Curriculum of the Mestiza/o Body
Through a Chicana Feminist and Curricular Reconceptualist lens, this article theorizes a Curriculum of the Mestiza/o Body as return to historicized, corporal knowing which takes shape, form, flesh and language in the Mestiza/o Body in order to nourish and arm especially Mexican/Mexican-American (Mexicana/o) young people toward equitable, hopeful educational futures of dignity and wellness. This work is informed within the intellectual, survival l…
Seeking a Mexicana/Mestiza Critical Feminist Ethic of Care
This Chicana Critical Feminist Testimonio reveals a Mexican/Mexican-American Ethic of Care and Testimonios of struggle and survival informing curriculum and pedagogy of one Mexican/Mexican-American female educator of predominantly Mexican/Mexican-American students. This work is part of a larger ethnographic study conducted through multiple methods. Findings here reveal Diana’s Ethic of Care, a (re)framing of social justice revolution/Revolución a…
Mexican American Male Masquerades in the Institution as Bully
This Black and Chicana Feminist case study challenges national discourse surrounding school bullying as individualistic, student-centered. We explore the warrior lens of Mexican/Mexican-American males. While masquerading institutional compliance, they simultaneously unmask policies, practices as the means to control mind/bodies/spirit. This research seeks to uncover and more deeply understand lived realities at intersections of race, class, and g…
Seeking aMexicana/MestizaEthic of Care
This Chicana Critical Feminist Testimonio reveals a Mexican/Mexican-American Ethic of Care particular to the needs and strengths of Mexicana/o students and Testimonios of struggle, survival informing one Mexican/Mexican-American female educator of predominantly Mexican/Mexican-American students. This work, theoretically framed within Chicana and Black Feminisms, is part of a larger ethnographic study conducted through multiple methods. Findings r…
Curriculum of the Mestiza/o Body
Through a Chicana Feminist and Curricular Reconceptualist lens, this article theorizes a Curriculum of the Mestiza/o Body as return to historicized, corporal knowing which takes shape, form, flesh and language in the Mestiza/o Body in order to nourish and arm especially Mexican/Mexican-American (Mexicana/o) young people toward equitable, hopeful educational futures of dignity and wellness. This work is informed within the intellectual, survival l…
Reclaiming ourselves through Testimonio pedagogy
This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service …
Tenets of Body-Soul Rooted Pedagogy
For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing difference/culture as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of Bo…
Creolizing the white spaces of teacher education
[R]ather than funnelling intellectual, creative, political and moral energies into preserving existing identities ... polycultural processes pursue a world more befitting the range of people that occ
A Revolucionista Ethic of Care
This qualitative Testimonio study reveals an ethic of care particular to Mexican/Mexican American youth through pedagogy and Testimonios of four Mexican/Mexican American female educators along the U.S./Mexico border. Using a Chicana feminist epistemology, findings reveal a reframed social justice revolution I term Revolucionista Ethic of Care, which bears an identity rooted in land, corn, and ancestral lines; urgency to resist oppression alongsid…
Tu eres mi otro yo/ You Are My Other Me
New Mexico is comprised predominantly of People(s) of Color: 23 sovereign Indigenous nations, diverse Mexicana/o and Black communities, and African, Middle Eastern, and Asian immigrant and refugee groups. Recently, Yazzi/Martinez v. New Mexico (2018) found the state failing its constitutional mandate to equitably educate socioeconomically disadvantaged children, English Language Learners, Native American and Mexicana/o students, and children with…
Pedagogical and curricular lessons from bilingual education activism in New Mexico
This articles presents a chronology of events of the Serna v. Portales Municipal Schools (1974) court case decided by the United States 10th Circuit Court of Appeals on its 50th anniversary. Serna protected and codified bilingual education for New Mexican children. Four lessons learned from those involved in the struggle for language rights are included. (1) Contextualize pedagogy within place and history; (2) Highlight the collaborative efforts …
Sociology (10 works) · Critical Race Theory in Education (9 works) · Gender Studies (8 works) · Gender Studies (7 works) · Law (7 works) · Pedagogy (7 works) · Political science (7 works) · Law (6 works) · Curriculum (4 works) · Dignity (4 works)