This book promotes collaborative ways of knowing and group accountability in learning processes to counteract the damaging effects of neoliberal individualism prevalent in educational systems today. These neoliberalist hierarchies imposed through traditional, autocratic knowledge systems have driven much of the United States’ educational policies and reforms, including STEM, high stakes testing, individual-based accountability, hierarchical grading systems, and ability grouping tracks. The net effect of such policies and reforms is an education system that perpetuates social inequalities linked with race, class, gender, and sexuality. Instead, the author suggests that accountability pushes past individualism in education by highlighting democratic methods to produce a collective good as opposed to a narrow personal success. In this democratic model, participants contribute to the common goal of elevating the entire group. Drawing from a well of creative praxes, reflexivity, and spiritual engagement, contributors incorporate collective dreaming to envision alternate realities of learning and schooling and summon the spirit into action for change.
Author(s): Julio Cammarota
Series: Postcolonial Studies in Education
Publisher: Palgrave Macmillan
Year: 2021
Language: English
Pages: 154
City: Cham
Preface
A Beginning
11 a.m. My Time or Your Time?
A Conclusion
Notes
Reference
Acknowledgments
Contents
Notes on Contributors
List of Figures
Chapter 1: Introduction: We Already Know
What We Need to Know
A False Illusion of Freedom
A Brief History of Individualism
The Individual, Corporations, and Schools Within Neoliberalism
The Counter-story of Ancient Wisdom
List of Chapters
Conclusion: The Cultural Shift
References
Chapter 2: Living Praxes and Principles in PAR EntreMundos
Living Praxes and Principles in PAR EntreMundos
PART I: Anchor in Praxes—Subject/Object Reckoning with Intersectionality
Four Praxes of PAR EntreMundos
Freirian Praxis
Critical Race Praxis
Critical Feminist Praxis
Critical Indigenous Praxis
A Case Example of Praxes: YPAR in Ethnic Studies (Julio Cammarota)
PART II: Anchor in Principles—Enactment of Spirit Within/Despite Western Frames
Training in Spirit: PAR Entremundos with Educators (Margarita Berta-Avila, Melissa Rivera and Jennifer Ayala)
Building a Community Altar
Story
Experience
Analysis
Tracing our Educational Journeys
Story
Experience
Analysis
Closing in Ceremony
Story
Experience
Analysis
Choques
References
Chapter 3: Spill the Tea
Introduction
Positionalities
Who We Are
Youth Participatory Action Research
Reflections on Nepantla and EntreMundos
The Crossing
First Crossing: Multiplicity and Hybridity
Second Crossing: Choques as Theorizing Spaces
Third Crossing: Nos-Otras
Un(natural) Bridges
The Tea That Spilled
The Tea Being Spilled: Leilani Spilling the Tea
Where the Tea Spills
Julio Reflects on the Tea
Tensions Amongst Worlds
Bridges Ricardo Crossed
Bridges Jihee Crossed
Which Bridge Do We Cross?
Imagining the Possibility of YPAR EntreMundos
References
Chapter 4: Mathematics with Open Arms
Ethnomathematics: A Source of Ancient Wisdom
Conocimientos, Spiritual Activism, and Mathematics
Theoretical Rupture of Mathematical Transformation
Dialogic Nature of Conocimientos
Math Y(PAR) EntreMundos
Patolli and Probability
I Am from Patolli
Ethnomathematics as a Counter Story
Reflection on Ethnomathematics
Parting Words
Appendix
References
Chapter 5: I Am Because We Are
African Culture as an Integrated System
The Circle
Ubuntu: “I Am Because We Are”
African-Centered Pedagogy
The Role of the Circle and Ubuntu in African-Centered Pedagogy
Conclusion
References
Chapter 6: Reclaiming Our Excellence
Why Excellence?
Situating the Challenge in the Field of Education
Understanding and Reframing Excellence Through a Hemispheric Lens
Broadening Understanding of Excellence in Education: Some Hemispheric Teaching
The Birth of a Latina/o/x Hemispheric Excellence
Seven Principles for the Latina/o/x Hemispheric Excellence
Conclusions and Implications
Classroom Teachers and Professors
Educational and Community Leaders
Researchers
Final Thoughts
References
Chapter 7: Conclusion: Dreaming Between Worlds
Act I: Pandemic Pedagogies – Disaster Capitalism and Neoliberal Dreams (Julio Cammarota)
ACT II: Pandemic to Protest – Imagining New Futures (Jennifer Ayala, Melissa Rivera and Margarita Berta-Avila)
References
Index
