Chicana Feminist Epistemology: Past, Present, and Future

2012 ◽  
Vol 82 (4) ◽  
pp. 511-512
Keyword(s):  
Oral History ◽  
Educational Research ◽  
Feminist Epistemology ◽  
Interpretive Repertoires ◽  
History Of ◽  
Chicana Feminist Epistemology ◽  
Critical Direction

In 1998, Dolores Delgado Bernal charted a path from Gloria Anzaldúa's Borderlands into the heart of educational research in the pages of this journal. Drawing inspiration and critical direction from Chicana feminists and feminists of color more broadly, Delgado Bernal sought to interrupt habits of “epistemological racism” in educational research. Her article “Using a Chicana Epistemology in Educational Research” criticized conventional notions of objectivity and universal foundations of knowledge for erasing the specific intersectionality and location of Chicana experiences. Delgado Bernal defined cultural intuition as the deliberate employment of Chicana identity—its substance and its expression—in the theoretical and interpretive repertoires of Chicana researchers. She then, by example, through an oral history of Chicana students, showed how this feminist framework served the broader aims of educational research by amplifying rather than silencing Chicana voices. The article and the framework it put forth inspired a number of researchers and theorists.

A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later

2012 ◽  
Vol 82 (4) ◽  
pp. 513-539 ◽  
Author(s):  
Dolores Calderón ◽  
Dolores Delgado Bernal ◽  
Lindsay Pérez Huber ◽  
María Malagón ◽  
Verónica Nelly Vélez
Keyword(s):  
Educational Research ◽  
Ways Of Knowing ◽  
Review Article ◽  
Gloria Anzaldua ◽  
Feminist Epistemology ◽  
Harvard Educational Review ◽  
Theoretical Concepts ◽  
Decolonizing Methodologies ◽  
Chicana Feminist Epistemology ◽  
Feminist Epistemologies

this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, create decolonizing methodologies, and build upon what it means to utilize Chicana feminist epistemology in educational research. Moreover, they demonstrate how such work provides new narratives that embody alternative paradigms in education research. These alternative paradigms are aligned with the scholarship of Gloria Anzaldúa, especially her theoretical concepts of nepantla, El Mundo Zurdo, and Coyolxauhqui. Finally, the authors offer researcher reflections that further explore the tensions and possibilities inherent in employing Chicana feminist epistemologies in educational research.

Using a Chicana Feminist Epistemology in Educational Research

1998 ◽  
Vol 68 (4) ◽  
pp. 555-583 ◽  
Author(s):  
Dolores Delgado Bernal
Keyword(s):  
Educational Research ◽  
White Women ◽  
Life Experiences ◽  
Research Process ◽  
Feminist Epistemology ◽  
Student Resistance ◽  
Opportunity Structures ◽  
Complex Process ◽  
Chicana Feminist Epistemology ◽  
Epistemological Framework

In this article, Dolores Delgado Bernal outlines a Chicana feminist epistemological framework that is new to the field of educational research. This framework, which draws from the existing work of Chicana feminists, questions the notions of objectivity and a universal foundation of knowledge. A Chicana feminist epistemology is also grounded in the life experiences of Chicanas and involves Chicana research participants in analyzing how their lives are being interpreted, documented, and reported, while acknowledging that many Chicanas lead lives with significantly different opportunity structures than men or White women. As part of this framework, Delgado Bernal also introduces the concept of cultural intuition to name a complex process that acknowledges the unique viewpoints that many Chicana scholars bring to the research process. In the latter half of the article, she illustrates the importance of this framework in educational research by describing an oral history project on Chicana student resistance and activism as seen from this framework. Her conceptual discussion and research example together demonstrate that employing a Chicana feminist epistemology in educational research is one means of resisting traditional paradigms that often distort or omit the experiences and knowledge of Chicanas. (pp. 555-582)

Indigenous Girls Write, Right!? Unsettling Urban Literacies with Indigenous Writing Pedagogies

2021 ◽  
pp. 004208592110039
Author(s):  
Nora Alba Cisneros
Keyword(s):  
Critical Race Theory ◽  
Urban Schools ◽  
Educational Research ◽  
Adolescent Girls ◽  
Urban School ◽  
Feminist Epistemology ◽  
Race Theory ◽  
Tribal Critical Race Theory ◽  
Writing Pedagogies ◽  
Chicana Feminist Epistemology

This article begins with the fundamental premise that Indigenous adolescent girls are writers. Indigenous adolescent girls speak and write in multitudes of voices, yet their physical and literary presence is often unaccounted in educational research and writing. Guided by the theoretical insights of Chicana Feminist Epistemology and Tribal Critical Race Theory this paper illuminates how Indigenous Writing Pedagogies (IWP) emerged to acknowledge land and gendered relationships in urban schools. The author presents implications for Indigenous notions of literacies and relationships that can be elevated by educators working in and out of urban school spaces.

Mülteci olmak: Mersin’de yaşayan Filistinli mültecilerin göç hikâyeleri

2016 ◽  
Vol 3 (2) ◽  
pp. 200-224
Author(s):  
Bilge Deniz Çatak
Keyword(s):  
Oral History ◽  
Daily Life ◽  
Palestinian Refugees ◽  
Emotional Bonds ◽  
The World ◽  
History Of ◽  
Oral History Interviews ◽  
Refugee Experience

Filistin tarihinde yaşanan 1948 ve 1967 savaşları, binlerce Filistinlinin başka ülkelere göç etmesine neden olmuştur. Günümüzde, dünya genelinde yaşayan Filistinli mülteci sayısının beş milyonu aştığı tahmin edilmektedir. Ülkelerine geri dönemeyen Filistinlilerin mültecilik deneyimleri uzun bir geçmişe sahiptir ve köklerinden koparılma duygusu ile iç içe geçmiştir. Mersin’de bulunan Filistinlilerin zorunlu olarak çıktıkları göç yollarında yaşadıklarının ve mülteci olarak günlük hayatta karşılaştıkları zorlukların Filistinli kimlikleri üzerindeki etkisi sözlü tarih yöntemi ile incelenmiştir. Farklı kuşaklardan sekiz Filistinli mülteci ile yapılan görüşmelerde, dünyanın farklı bölgelerinde mülteci olarak yaşama deneyiminin, Filistinlilerin ulusal bağlılıklarına zarar vermediği görülmüştür. Filistin, mültecilerin yaşamlarında gelenekler, değerler ve duygusal bağlar ile devam etmektedir. Mültecilerin Filistin’den ayrılırken yanlarına aldıkları anahtar, tapu ve toprak gibi nesnelerin saklanıyor olması, Filistin’e olan bağlılığın devam ettiğinin işaretlerinden biridir.ABSTRACT IN ENGLISHPalestinian refugees’ lives in MersinIn the history of Palestine, 1948 and 1967 wars have caused fleeing of thousands of Palestinians to other countries. At the present time, its estimated that the number of Palestinian refugees worldwide exceeds five million. The refugee experience of Palestinians who can not return their homeland has a long history and intertwine with feeling of deracination. Oral history interviews were conducted on the effects of the displacement and struggles of daily life as a refugee on the identity of Palestinians who have been living in Mersin (city of Turkey). After interviews were conducted with eight refugees from different generations concluded that being a refugee in the various parts of the world have not destroyed the national entity of the Palestinians. Palestine has preserved in refugees’ life with its traditions, its values, and its emotional bonds. Keeping keys, deeds and soil which they took with them when they departed from Palestine, proving their belonging to Palestine.

Not as It Is Written

2020 ◽  
Vol 42 (2) ◽  
pp. 78-100
Author(s):  
Benjamin Houston
Keyword(s):  
African American ◽  
Civil Rights ◽  
Oral History ◽  
Civil Rights Movement ◽  
International Exhibition ◽  
Black Experience ◽  
American Perspective ◽  
History Of ◽  
Black Life ◽  
Made In

This article discusses an international exhibition that detailed the recent history of African Americans in Pittsburgh. Methodologically, the exhibition paired oral history excerpts with selected historic photographs to evoke a sense of Black life during the twentieth century. Thematically, showcasing the Black experience in Pittsburgh provided a chance to provoke among a wider public more nuanced understandings of the civil rights movement, an era particularly prone to problematic and superficial misreadings, but also to interject an African American perspective into the scholarship on deindustrializing cities, a literature which treats racism mostly in white-centric terms. This essay focuses on the choices made in reconciling these thematic and methodological dimensions when designing this exhibition.

On Psychology and Teaching: The Oral History of Michael Wertheimer, PhD

2020 ◽  
Vol 25 (2) ◽  
pp. 48-51
Author(s):  
Michael Wertheimer ◽  
Susan Iles
Keyword(s):  
Oral History ◽  
History Of
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