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From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.
Contributors are: Ana Silvia Monzon Monterroso, Andrea Gomez, Carmella Braniger, Carol Mariano, Erica Reyes, Felipe Quetzalcoatl Quintanilla, Fidel García Reyes, Filiberto Mares Hernandez, Irving Ayala, Isabela Ortega, Juana Moriel-Payne, Julio Enríquez-Ornelas, Jumko Ogata-Aguilar, Kiri Avelar, Liliana Conlisk Gallegos, Lina Paredes, Lizbeth De La Cruz Santana, M.L.H. Roxana Fragoso Carrillo, Marisa V. Cervantes, Omar Pimienta, Paul Pedroza, Rachel Neff, Raphaella Prange, Santiago Vaquera-Vasquez, Veronica Gaona and Víctor M. Macías-González.
Contributors are: Ana Silvia Monzon Monterroso, Andrea Gomez, Carmella Braniger, Carol Mariano, Erica Reyes, Felipe Quetzalcoatl Quintanilla, Fidel García Reyes, Filiberto Mares Hernandez, Irving Ayala, Isabela Ortega, Juana Moriel-Payne, Julio Enríquez-Ornelas, Jumko Ogata-Aguilar, Kiri Avelar, Liliana Conlisk Gallegos, Lina Paredes, Lizbeth De La Cruz Santana, M.L.H. Roxana Fragoso Carrillo, Marisa V. Cervantes, Omar Pimienta, Paul Pedroza, Rachel Neff, Raphaella Prange, Santiago Vaquera-Vasquez, Veronica Gaona and Víctor M. Macías-González.
En la Línea
Series:
Critical Storytelling, Volume: 8
From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.
Contributors are: Ana Silvia Monzon Monterroso, Andrea Gomez, Carmella Braniger, Carol Mariano, Erica Reyes, Felipe Quetzalcoatl Quintanilla, Fidel García Reyes, Filiberto Mares Hernandez, Irving Ayala, Isabela Ortega, Juana Moriel-Payne, Julio Enríquez-Ornelas, Jumko Ogata-Aguilar, Kiri Avelar, Liliana Conlisk Gallegos, Lina Paredes, Lizbeth De La Cruz Santana, M.L.H. Roxana Fragoso Carrillo, Marisa V. Cervantes, Omar Pimienta, Paul Pedroza, Rachel Neff, Raphaella Prange, Santiago Vaquera-Vasquez, Veronica Gaona and Víctor M. Macías-González.
Contributors are: Ana Silvia Monzon Monterroso, Andrea Gomez, Carmella Braniger, Carol Mariano, Erica Reyes, Felipe Quetzalcoatl Quintanilla, Fidel García Reyes, Filiberto Mares Hernandez, Irving Ayala, Isabela Ortega, Juana Moriel-Payne, Julio Enríquez-Ornelas, Jumko Ogata-Aguilar, Kiri Avelar, Liliana Conlisk Gallegos, Lina Paredes, Lizbeth De La Cruz Santana, M.L.H. Roxana Fragoso Carrillo, Marisa V. Cervantes, Omar Pimienta, Paul Pedroza, Rachel Neff, Raphaella Prange, Santiago Vaquera-Vasquez, Veronica Gaona and Víctor M. Macías-González.
This book is an introduction to the role played by Spanish formal education in providing feminist pedagogies to adolescents and young people, throughout the first two decades of the 21st century. The images of Spanish feminist protests in recent years, with a considerable presence of young girls but also boys, have spread around the world. But what is their relationship with gender-based inequalities? What is the role of formal education in their understanding of social reality? The authors combine a sociological and historical analysis of the social and educational changes that have taken place in Spanish youth during these decades, with a pedagogical orientation towards practice.
This book is an introduction to the role played by Spanish formal education in providing feminist pedagogies to adolescents and young people, throughout the first two decades of the 21st century. The images of Spanish feminist protests in recent years, with a considerable presence of young girls but also boys, have spread around the world. But what is their relationship with gender-based inequalities? What is the role of formal education in their understanding of social reality? The authors combine a sociological and historical analysis of the social and educational changes that have taken place in Spanish youth during these decades, with a pedagogical orientation towards practice.
Abstract
This book is an introduction to the role played by Spanish formal education in providing feminist pedagogies to adolescents and young people, throughout the first two decades of the 21st century. The images of Spanish feminist protests in recent years, with a considerable presence of young girls but also boys, have spread around the world. But what is their relationship with gender-based inequalities? What is the role of formal education in their understanding of social reality? A sociological and historical analysis of the social and educational changes that have taken place in Spanish youth during these decades are combined, with a pedagogical orientation towards practice.
Series Editor:
Ivor Goodson
The series will commission books in the broad area of professional life and work. This is a burgeoning area of study now in educational research with more and more books coming out on teachers’ lives and work, on nurses’ life and work, and on the whole interface between professional knowledge and professional lives.
The focus on life and work has been growing rapidly in the last two decades. There are a number of rationales for this. Firstly, there is a methodological impulse: many new studies are adopting a life history approach. The life history tradition aims to understand the interface between people’s life and work and to explore the historical context and the socio-political circumstances in which people’s professional life and work is located. The growth in life history studies demands a series of books which allow people to explore this methodological focus within the context of professional settings.
The second rationale for growth in this area is a huge range of restructuring initiatives taking place throughout the world. There is in fact a world movement to restructure education and health. In most forms this takes the introduction of more targets, tests and tables and increasing accountability and performativity regimes. These initiatives have been introduced at governmental level – in most cases without detailed consultation with the teaching and nursing workforces. As a result there is growing evidence of a clash between people’s professional life and work missions and the restructuring initiatives which aim to transform these missions. One way of exploring this increasingly acute clash of values is through studies of professional life and work. Hence the European Commission, for instance, have begun to commission quite large studies of professional life and work focussing on teachers and nurses. One of these projects – the Professional Knowledge Network project has studied teachers’ and nurses’ life and work in seven countries. There will be a range of books coming out from this project and it is intended to commission the main books on nurses and on teachers for this series.
The series will begin with a number of works which aim to define and delineate the field of professional life and work. One of the first books ‘Investigating the Teacher’s Life and Work’ by Ivor Goodson will attempt to bring together the methodological and substantive approaches in one book. This is something of a ‘how to do’ book in that it looks at how such studies can be undertaken as well as what kind of generic findings might be anticipated.
Future books in the series might expect to look at either the methodological approach of studying professional life and work or provide substantive findings from research projects which aim to investigate professional life and work particularly in education and health settings.
The focus on life and work has been growing rapidly in the last two decades. There are a number of rationales for this. Firstly, there is a methodological impulse: many new studies are adopting a life history approach. The life history tradition aims to understand the interface between people’s life and work and to explore the historical context and the socio-political circumstances in which people’s professional life and work is located. The growth in life history studies demands a series of books which allow people to explore this methodological focus within the context of professional settings.
The second rationale for growth in this area is a huge range of restructuring initiatives taking place throughout the world. There is in fact a world movement to restructure education and health. In most forms this takes the introduction of more targets, tests and tables and increasing accountability and performativity regimes. These initiatives have been introduced at governmental level – in most cases without detailed consultation with the teaching and nursing workforces. As a result there is growing evidence of a clash between people’s professional life and work missions and the restructuring initiatives which aim to transform these missions. One way of exploring this increasingly acute clash of values is through studies of professional life and work. Hence the European Commission, for instance, have begun to commission quite large studies of professional life and work focussing on teachers and nurses. One of these projects – the Professional Knowledge Network project has studied teachers’ and nurses’ life and work in seven countries. There will be a range of books coming out from this project and it is intended to commission the main books on nurses and on teachers for this series.
The series will begin with a number of works which aim to define and delineate the field of professional life and work. One of the first books ‘Investigating the Teacher’s Life and Work’ by Ivor Goodson will attempt to bring together the methodological and substantive approaches in one book. This is something of a ‘how to do’ book in that it looks at how such studies can be undertaken as well as what kind of generic findings might be anticipated.
Future books in the series might expect to look at either the methodological approach of studying professional life and work or provide substantive findings from research projects which aim to investigate professional life and work particularly in education and health settings.
The Teaching Gender series publishes monographs, anthologies and reference books that deal centrally with gender and/or sexuality. The books are intended to be used in undergraduate and graduate classes across the disciplines. The series aims to promote social justice with an emphasis on feminist, multicultural and critical perspectives.
Series:
Critical Storytelling, Volume: 6
What does it mean to be a young Muslim American woman in the US educational system? This book answers this question by presenting the counter-narratives of 15 young women. These accounts debunk prevalent stereotypes and biases, and reveal an educational climate marked by Islamophobia. Through these overall educational experiences, readers are able to explore the role of family, faith-based education, the mosque, and community in these women’s lives.
The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.
The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.
Series:
Critical Storytelling, Volume: 6
What does it mean to be a young Muslim American woman in the US educational system? This book answers this question by presenting the counter-narratives of 15 young women. These accounts debunk prevalent stereotypes and biases, and reveal an educational climate marked by Islamophobia. Through these overall educational experiences, readers are able to explore the role of family, faith-based education, the mosque, and community in these women’s lives.
The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.
The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.