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Direct linkAronson, Brittany; Reyes, Ganiva; Banda, Racheal; Barrios, Veronica; Castaneda, Martha; Berlioz, Esther Claros – Journal of Curriculum and Pedagogy, 2020
In 2018 we created our own Latina Diaspora Group to share our stories and provide support for one another to overcome barriers we face within our institution and the academy. Leveraging jazz as metaphor, we present an testimonio to provide curricular possibilities for Latina faculty to co-create, imagine, and push back on structural limitations in…
Descriptors: Personal Narratives, Hispanic Americans, College Faculty, Women Faculty
Aronson, Brittany; Meyers, Lateasha – Whiteness and Education, 2022
The purpose of this study was to investigate how preservice teachers (PSTs) respond and reflect in a University course that centres Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) in the United States. Using artefacts from 100 PSTs class assignments we found two main themes. PST display a surface level consciousness which…
Descriptors: Critical Race Theory, Preservice Teachers, Teacher Education Curriculum, Student Attitudes
Reyes, Ganiva; Barrios, Veronica R.; Banda, Racheal M.; Aronson, Brittany; Claros Berlioz, Esther M.; Castañeda, Martha E. – Journal of Women and Gender in Higher Education, 2021
In this article, five Latina faculty members and one Latina doctoral student engaged in Chicana feminist plática methodology to examine how creating and participating in a Latina diaspora group supports our personal and professional well-being. As Latina researchers/educators, situated in a predominantly White institution (PWI) in the Midwest, we…
Descriptors: Females, Hispanic American Students, Hispanic Americans, College Faculty
