Our ancestor’s gifts
Interpreting intergenerational knowledge about developing a teaching identity
Bibliographic Data
| ID | 21747083 |
|---|---|
| Authors | Valencia Clement (Arizona State University, corresponding author) |
| Year | 2020 |
| Volume | 17 |
| Issue | 3 |
| Pages | 310-317 |
| Publication date | 2020-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Curriculum and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1550-5170 • E-ISSN: 2156-8154 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15505170.2020.1808127 |
| OpenAlex | W3130864111 |
| Language | EN |
| References cited | 2 |
While the Global North’s academic culture is romanced by generalizability, testimonio offers an enticing way to incorporate diverse knowledge sources into the curricular cannon. Testimonio offers a radical, critical, spiritual humanizing pedagogy for ethnic-racial socialization (Menchú, 1983 Menchú, R. (1983). I, Rigoberta Menchú: An Indian Woman in Guatemala (E. In Burgos-Debray, Ed.). New York, NY: Verso. [Google Scholar]). In this paper, I conduct a semi-structured interview with tía, my aunt, a Haitian native, who raised me and has worked for 30 years in special education and English language instruction in New York City and Maryland. She also served as a Sunday school teacher in our Haitian church. Her experience as a secular and spiritual educator makes her a unique voice to speak to how her experiences and identity informed her polyrhythmic pedagogies
Aesthetics · Ancestor · Art · Ethnic group · Pedagogy · Political science · Social science · Socialization · Sociology · Anthropology · Education Methods and Practices · Education Systems and Policy · Gender Studies · Indigenous and Place-Based Education · Law
| Highly cited | No |
|---|