Authors highlight their shared lived experiences, examining how their identities as scholars who ... more Authors highlight their shared lived experiences, examining how their identities as scholars who identify as Afro-Puerto Rican primas (cousins) intersect and mingle within institutional spaces. Authors begin by reflecting on their upbringing, highlighting the contradictions inherent in their familial dynamics, and how they choose to deliberately focus on the power of matriarchy. Furthermore, the authors explore their conscious and deliberate decision to honor and embrace their connections to Blackness given their positionality within the African diaspora. The chapter also provides narratives that demonstrate their pedagogical work given their philosophical beliefs in critical, justice-centered education. The authors aim for students and faculty to better understand collective histories and how those histories impact current realities, pedagogical practices and collaborative, justice-based praxis.
174 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.This qualitative study exp... more 174 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.This qualitative study explores the lived experiences of Puerto Rican youth who are products of the Chicago Public Schools (CPS). A critical theoretical framework is utilized to forge a critique of pedagogy and curriculum development within a system that perceives schools as apolitical and teachers as neutral players in the process of teaching and learning. The experiences of these youth highlight social agency and aspects of home identity that assisted them in navigating their lives as students in CPS. Furthermore, this research presents a glimpse of the complexity of educational polices within a lived context by providing a brief history of educational policies that speak to the reception and value of Latinos in the United States (US), coupled with an examination of schooling experiences of Puerto Ricans in Chicago. The methodology of life history served to provide a deeper understanding and analysis of the educational experiences surrounding peers, teachers, curriculum, language and other components of school culture. In addition, it suggests why schools act as a barrier for some students, while simultaneously serving as a means of access for others. The methodology of life history coupled with critical theories of education work together to create an emancipatory vision of learning and teaching rooted in lived experience.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD
Research Methods for Social Justice and Equity in Education, 2019
This chapter is a reflective piece on my research trajectory rooted in collaboration, community, ... more This chapter is a reflective piece on my research trajectory rooted in collaboration, community, and collectives. I provide a discussion of my development as a scholar-activist and my work with justice-centered research projects. This chapter aims to: (1) highlight work with and for our people; (2) highlight lived experiences grounded in struggle and hope; and (3) complicate the power that schools/universities have to liberate and oppress. I have consistently worked on these three goals, and yet they continue to guide my work and I understand there is no finish line; this work is not static, it is the work of humanity that is always evolving.
His research interests include exploring socio-cultural,-historical, and-political aspects of mat... more His research interests include exploring socio-cultural,-historical, and-political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor-in-chief of the Journal of Urban Mathematics Education.
hen asked to think of a mathematician, who comes to mind? René Déscartes (1596–1650, French)? Isa... more hen asked to think of a mathematician, who comes to mind? René Déscartes (1596–1650, French)? Isaac Newton (1642–1727, English)? Or is it Carl Gauss (1777–1885, German)? When thinking about a mathematician, Westerners rarely think of anyone other than a White man of European origin—and even more rare, a woman of any cultural heritage. In fact, most Westerners are unfamiliar of Benjamin Banneker’s name, much less his legacy as a mathematician. Societal discourses in too many ways continue to position mathematics as a discipline primarily reserved for elite White men. Children and youth, and people of all ages, internalize these discourses and, in turn, continue to imagine the mathematician
Authors highlight their shared lived experiences, examining how their identities as scholars who ... more Authors highlight their shared lived experiences, examining how their identities as scholars who identify as Afro-Puerto Rican primas (cousins) intersect and mingle within institutional spaces. Authors begin by reflecting on their upbringing, highlighting the contradictions inherent in their familial dynamics, and how they choose to deliberately focus on the power of matriarchy. Furthermore, the authors explore their conscious and deliberate decision to honor and embrace their connections to Blackness given their positionality within the African diaspora. The chapter also provides narratives that demonstrate their pedagogical work given their philosophical beliefs in critical, justice-centered education. The authors aim for students and faculty to better understand collective histories and how those histories impact current realities, pedagogical practices and collaborative, justice-based praxis.
174 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.This qualitative study exp... more 174 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.This qualitative study explores the lived experiences of Puerto Rican youth who are products of the Chicago Public Schools (CPS). A critical theoretical framework is utilized to forge a critique of pedagogy and curriculum development within a system that perceives schools as apolitical and teachers as neutral players in the process of teaching and learning. The experiences of these youth highlight social agency and aspects of home identity that assisted them in navigating their lives as students in CPS. Furthermore, this research presents a glimpse of the complexity of educational polices within a lived context by providing a brief history of educational policies that speak to the reception and value of Latinos in the United States (US), coupled with an examination of schooling experiences of Puerto Ricans in Chicago. The methodology of life history served to provide a deeper understanding and analysis of the educational experiences surrounding peers, teachers, curriculum, language and other components of school culture. In addition, it suggests why schools act as a barrier for some students, while simultaneously serving as a means of access for others. The methodology of life history coupled with critical theories of education work together to create an emancipatory vision of learning and teaching rooted in lived experience.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD
Research Methods for Social Justice and Equity in Education, 2019
This chapter is a reflective piece on my research trajectory rooted in collaboration, community, ... more This chapter is a reflective piece on my research trajectory rooted in collaboration, community, and collectives. I provide a discussion of my development as a scholar-activist and my work with justice-centered research projects. This chapter aims to: (1) highlight work with and for our people; (2) highlight lived experiences grounded in struggle and hope; and (3) complicate the power that schools/universities have to liberate and oppress. I have consistently worked on these three goals, and yet they continue to guide my work and I understand there is no finish line; this work is not static, it is the work of humanity that is always evolving.
His research interests include exploring socio-cultural,-historical, and-political aspects of mat... more His research interests include exploring socio-cultural,-historical, and-political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor-in-chief of the Journal of Urban Mathematics Education.
hen asked to think of a mathematician, who comes to mind? René Déscartes (1596–1650, French)? Isa... more hen asked to think of a mathematician, who comes to mind? René Déscartes (1596–1650, French)? Isaac Newton (1642–1727, English)? Or is it Carl Gauss (1777–1885, German)? When thinking about a mathematician, Westerners rarely think of anyone other than a White man of European origin—and even more rare, a woman of any cultural heritage. In fact, most Westerners are unfamiliar of Benjamin Banneker’s name, much less his legacy as a mathematician. Societal discourses in too many ways continue to position mathematics as a discipline primarily reserved for elite White men. Children and youth, and people of all ages, internalize these discourses and, in turn, continue to imagine the mathematician
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