Cihuātocameh (Spiderwomen) Weaving Twenty Years of Transformative Justice Work in Higher Education
Bibliographic Data
| ID | 8924153 |
|---|---|
| Authors | Miriam G Valdovinos (0000-0002-8121-1488, University of Denver, corresponding author), Cueponcaxochitl D Moreno Sandoval (0000-0002-5393-3264, Stanislaus State) |
| Year | 2021 |
| Volume | 57 |
| Issue | 5 |
| Pages | 524-543 |
| Publication date | 2021-05-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2021.1904929 |
| OpenAlex | W3205561017 |
| Language | EN |
| Citations received | 1 |
| References cited | 38 |
While the student population in higher education has become more ethnically diverse the professoriate in universities remain predominantly of European descent. Reflecting this disparity of representation within the context of higher education in the United States, women faculty of color continue to experience tokenization, among other dissolutions. Within this inequitable context, we continue to find ways to resist these moments of fragmentation. We draw upon an analogy of spider weaving as a way to re-member the fragmented parts of being Women of Color scholar activists in the academy. In this paper, two Xicana Indigenous scholars highlight moments of resistance and transformation in the past 20 years of engagement with higher education. We begin with an undergraduate summer research experience and continue to the present moment as assistant professors. We share the context, our narratives of growth and resilience to unveil effects of the lived realities for Women of Color invested in social transformative justice. We offer a reflective opportunity for those who enter and continue struggling to survive and thrive within academia while navigating the shoals of privilege and marginalization. This awareness can offer a starting point for further discussions focused on the recruitment and retention of Women of Color faculty in the academy
Context (archaeology · Higher education · Internship · Narrative · Pedagogy · Political science · Sociology · Transformative learning · Women of color · Critical Race Theory in Education · Gender Studies · Higher Education Research Studies · Law · Social Work Education and Practice
Handbook of qualitative research
The decolonial imaginary
Written/Unwritten
Decolonizing Educational Research
Chicana/Latina Testimonios on Effects and Responses to Microaggressions
Red Pedagogy
Decolonizing Feminism
From the “F” Word to Indigenous/Feminisms
The Day of the Rally
Borderlands/La Frontera
I… Rigoberta Menchu
Belonging
Making Hispanics
Using a Chicana Feminist Epistemology in Educational Research
Ancestral Knowledge Systems
Healing through Ancestral Knowledge and Letters to Our Children
Chicanas and Higher Education
Rethinking knowledge systems for urban resilience
IV. Testimonio
The McNair Program as a Socializing Influence on Doctoral Degree Attainment
Coloniality of Power and Eurocentrism in Latin America
Disrupting apartheid of knowledge
Chicana/LatinaTestimonios
Missing the (Student Achievement) Forest for All the (Political) Trees
Telling to Live
Testimonio and Postmodernism
Decolonizing Methodologies
Transitioning From Doctoral Study to the Academy
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies
| Citations per year | 0.33 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |