Dolores Calderón
Dados Biográficos
| ID | 118347 |
|---|---|
| NOME | Dolores Calderón |
| PRENOMES | Dolores |
| SOBRENOME | Calderón |
| ASSINATURA | CALDERÓN D |
| AFILIAÇÕES | University of Utah |
| ORCID | 0000-0002-4452-4311 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 209 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 5 |
Remembering cafecito and other practices for resiliency and survival in the academy
In this article we explore pláticas as a method of refusal for educational practice that embodies a type of Indigenous cosmopolitics that undergird communities we come from. Such an understanding of pláticas generates working towards praxis informed by a refusal that avoids recognition by the university, much like we learn through pláticas the intimate ways our caretakers resist sovereign state power. Such an understanding of pláticas demands a r…
Why didn't I know this
Settler Colonialism is marked by the permanent move of mostly European settlers into other territories that requires the ongoing displacement and/or elimination of Indigenous peoples, the enslavement and dispossession of Indigenous peoples from Africa, and the individual ownership of land for capital gain. This displacement and elimination takes place in the curriculum with an impact on what is learned and not learned in schools. To counteract th…
Critical Latinx Indigeneities
This article engages an important, but difficult conversation about the erasure of indigeneity in narratives, curriculum, identities, and racial projects that uphold settler colonial logics that fall under the rubric of Hispanic, Latina/o/x, and Chicana/o/x. These settler colonial logics include violence by these groupings against Indigenous people, or indios, that has been part of Mexican and U.S. history in the Southwest. We examine Hispanic, L…
Moving from Damage-Centered Research through Unsettling Reflexivity
Presentación de EntredDiversidades Núm. 4
Thomas A. Lee
El jueves 31 de enero de 2013 llame por telefono a Thomas, eran las 7 de la tarde, habia estado tratando de localizarle desde mediados de ese mes para invitarlo a participar en el Diplomado “Procesos de cambio en Chiapas”, organizado por el Instituto de Estudios Indigenas de la Universidad Autonoma de Chiapas; queria que compartiera su gran proyecto sobre el Camino Real de Chiapa a Guatemala. Apenas en diciembre habiamos conversado sobre ello, su…
Critical Race Theory in Education
This article examines the development of Critical Race Theory (CRT) in education, paying attention to how researchers use CRT (and its branches) in the study of K-12 and higher education. The article reviews CRT literature with a focus on CRT scholarship that offers tools to engage with and work against racism within education. The authors highlight works that embody the critical origins of CRT in both the law and elsewhere, with a goal of demons…
Speaking back to Manifest Destinies
This article examines the ways in which settler colonialism shapes place in the social studies curriculum, producing understandings of land and citizenship in educational settings. To do this, the author uses the emergent framework of land education to move forward the important projects of place-based education, especially its potential for centering indigeneity and confronting educational forms of settler colonialism in environmental education.…
Uncovering Settler Grammars in Curriculum
In this article, I focus on making settler colonialism explicit in education. I turn to social studies curriculum as a clear example of how settler colonialism is deeply embedded in educational knowledge production in the United States that is rooted in a dialectic of Indigenous presence and absence. I argue that the United States, and the evolution of its schooling system in particular, are drenched in settler colonial identities. Thus, to begin…
A Chicana Feminist Epistemology Revisited
this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, cre…
El vigor de las imágenes
La obra se divide en dos partes para diferenciar los capítulos que abordan temas relacionados con lo religioso de aquellos que se acercan a las imágenes desde otras perspectivas. La primera inicia con el trabajo de Arturo Taracena Arriola. Su texto es una revisión histórica sobre los contrastes de la factura, características y destino de las imágenes veneradas en dos localidades de Yucatán producto de la intervención de Diego de Landa. Conocimien…
Carta a Jan De Vos
Hoy me “recordé”, como se dice en Chiapas; me desperté, pues, entre el repicar de campanas de las iglesias católicas
Critical Race Theory in Education
This article examines the development of Critical Race Theory (CRT) in education, paying attention to how researchers use CRT (and its branches) in the study of K-12 and higher education. The article reviews CRT literature with a focus on CRT scholarship that offers tools to engage with and work against racism within education. The authors highlight works that embody the critical origins of CRT in both the law and elsewhere, with a goal of demons…
Uncovering Settler Grammars in Curriculum
In this article, I focus on making settler colonialism explicit in education. I turn to social studies curriculum as a clear example of how settler colonialism is deeply embedded in educational knowledge production in the United States that is rooted in a dialectic of Indigenous presence and absence. I argue that the United States, and the evolution of its schooling system in particular, are drenched in settler colonial identities. Thus, to begin…
Speaking back to Manifest Destinies
This article examines the ways in which settler colonialism shapes place in the social studies curriculum, producing understandings of land and citizenship in educational settings. To do this, the author uses the emergent framework of land education to move forward the important projects of place-based education, especially its potential for centering indigeneity and confronting educational forms of settler colonialism in environmental education.…
Moving from Damage-Centered Research through Unsettling Reflexivity
Why didn't I know this
Settler Colonialism is marked by the permanent move of mostly European settlers into other territories that requires the ongoing displacement and/or elimination of Indigenous peoples, the enslavement and dispossession of Indigenous peoples from Africa, and the individual ownership of land for capital gain. This displacement and elimination takes place in the curriculum with an impact on what is learned and not learned in schools. To counteract th…
Remembering cafecito and other practices for resiliency and survival in the academy
In this article we explore pláticas as a method of refusal for educational practice that embodies a type of Indigenous cosmopolitics that undergird communities we come from. Such an understanding of pláticas generates working towards praxis informed by a refusal that avoids recognition by the university, much like we learn through pláticas the intimate ways our caretakers resist sovereign state power. Such an understanding of pláticas demands a r…
Carta a Jan De Vos
Hoy me “recordé”, como se dice en Chiapas; me desperté, pues, entre el repicar de campanas de las iglesias católicas
A Chicana Feminist Epistemology Revisited
this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, cre…
El vigor de las imágenes
La obra se divide en dos partes para diferenciar los capítulos que abordan temas relacionados con lo religioso de aquellos que se acercan a las imágenes desde otras perspectivas. La primera inicia con el trabajo de Arturo Taracena Arriola. Su texto es una revisión histórica sobre los contrastes de la factura, características y destino de las imágenes veneradas en dos localidades de Yucatán producto de la intervención de Diego de Landa. Conocimien…
Speaking back to Manifest Destinies
This article examines the ways in which settler colonialism shapes place in the social studies curriculum, producing understandings of land and citizenship in educational settings. To do this, the author uses the emergent framework of land education to move forward the important projects of place-based education, especially its potential for centering indigeneity and confronting educational forms of settler colonialism in environmental education.…
Uncovering Settler Grammars in Curriculum
In this article, I focus on making settler colonialism explicit in education. I turn to social studies curriculum as a clear example of how settler colonialism is deeply embedded in educational knowledge production in the United States that is rooted in a dialectic of Indigenous presence and absence. I argue that the United States, and the evolution of its schooling system in particular, are drenched in settler colonial identities. Thus, to begin…
Presentación de EntredDiversidades Núm. 4
Thomas A. Lee
El jueves 31 de enero de 2013 llame por telefono a Thomas, eran las 7 de la tarde, habia estado tratando de localizarle desde mediados de ese mes para invitarlo a participar en el Diplomado “Procesos de cambio en Chiapas”, organizado por el Instituto de Estudios Indigenas de la Universidad Autonoma de Chiapas; queria que compartiera su gran proyecto sobre el Camino Real de Chiapa a Guatemala. Apenas en diciembre habiamos conversado sobre ello, su…
Critical Race Theory in Education
This article examines the development of Critical Race Theory (CRT) in education, paying attention to how researchers use CRT (and its branches) in the study of K-12 and higher education. The article reviews CRT literature with a focus on CRT scholarship that offers tools to engage with and work against racism within education. The authors highlight works that embody the critical origins of CRT in both the law and elsewhere, with a goal of demons…
Moving from Damage-Centered Research through Unsettling Reflexivity
Critical Latinx Indigeneities
This article engages an important, but difficult conversation about the erasure of indigeneity in narratives, curriculum, identities, and racial projects that uphold settler colonial logics that fall under the rubric of Hispanic, Latina/o/x, and Chicana/o/x. These settler colonial logics include violence by these groupings against Indigenous people, or indios, that has been part of Mexican and U.S. history in the Southwest. We examine Hispanic, L…
Why didn't I know this
Settler Colonialism is marked by the permanent move of mostly European settlers into other territories that requires the ongoing displacement and/or elimination of Indigenous peoples, the enslavement and dispossession of Indigenous peoples from Africa, and the individual ownership of land for capital gain. This displacement and elimination takes place in the curriculum with an impact on what is learned and not learned in schools. To counteract th…
Remembering cafecito and other practices for resiliency and survival in the academy
In this article we explore pláticas as a method of refusal for educational practice that embodies a type of Indigenous cosmopolitics that undergird communities we come from. Such an understanding of pláticas generates working towards praxis informed by a refusal that avoids recognition by the university, much like we learn through pláticas the intimate ways our caretakers resist sovereign state power. Such an understanding of pláticas demands a r…
Sociology (8 obras) · Gender Studies (6 obras) · Indigenous (6 obras) · Law (6 obras) · Pedagogy (6 obras) · Political science (6 obras) · Colonialism (5 obras) · Critical Race Theory in Education (5 obras) · Law (5 obras) · Art (4 obras)