Chicana Graduate Students’ Decolonization and Healing from Educational White Supremacy: A Nepantlera Approach to their Scholarly Writing

Abstract

Embedded misogyny and white supremacy in higher education have resulted in Chicana graduate students experiencing education-based traumas. Furthermore, hegemonic values related to what is considered “noteworthy” and “publishable” in academia are heavily influenced by racism, sexism, and misogyny, further oppressing Chicanas intending to pursue academic careers. Therefore, Chicanas’ journeys as graduate students and scholars must be understood within the context of their experiences with and methods of healing from educational white supremacy. Given our lived experiences as Chicana scholars, mujeristas, and poderosas, this article results from our commitment to supporting the healing and decolonizing of future Chicana scholars. Inspired by our respect and value of Gloria Evangelina Anzaldúa’s (1942–2004) work, we developed a decolonized healing approach to academic writing centered on her Nepantla Theory. This article is structured into the following areas—first, we present the guiding theory of nepantla and subsequent nepantleras; next, we explore the influence of educational white supremacy on the academy, scholarship, and Chicana’s experiences as graduate students and scholars; and finally, we introduce a nepantla-inspired scholarship and writing (i.e., autohistoria, nos/otras, and bodymindspiritsoul) centered on decolonization, healing, and transformation to nepantleras. We end with recommendations and a message for future Chicana scholars.