Tenets of Body-Soul Rooted Pedagogy: teaching for critical consciousness,nourished resistance,and healing |
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Authors: | Mia Angélica Sosa-Provencio Annmarie Sheahan Shiv Desai Shawn Secatero |
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Affiliation: | 1. Department of Teacher Education, Educational Leadership, and Policy, University of New Mexico , Albuquerque, NM, USA msosaprovencio@unm.edu;3. Department of Teacher Education, Educational Leadership, and Policy, University of New Mexico , Albuquerque, NM, USA |
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Abstract: | ABSTRACT For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing difference/culture as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of Body-Soul Rooted Pedagogy which: 1) construct education politically, 2) enact schooling as decolonization/empowerment, 3) center epistemologies, multiliteracies of marginalized groups, 4) foster critical frameworks navigating oppression, 5) engage social action pedagogy, and 6) engender hope, well-being. Scholarship has implications for educational theory and practice at all levels. |
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Keywords: | Inequality/social exclusion in education language culture identity multiculturalism/multicultural education pedagogy teacher education |
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