In this piece, the author reflects on his Trans Chicanx identity and how his embodiment shapes his teaching and pedagogy. The author begins with a spoken word piece that captures his journey to his own trans-conocimiento. Then the author looks to the foundational work of Chicana/Latina Feminist pedagogies and transpedagogies to envision a trans joteria pedagogy that centers trans migrants—and trans women and people of color—that is grounded in disruption and vulnerability through the unsettling of borders and binaries tied to systems of power. In doing so, the author reflects on his trans joteria praxis in the classroom and through his podcast Anzalduing It. The author concludes with looking to the tensions that arise when disruptions of systems of power are central to teaching and pedagogy and highlights the vulnerability necessary of both teacher and student to embark on consciousness raising and healing exchange.
{"title":"Centering the “T”: Envisioning a Trans Jotería Pedagogy","authors":"J. Cáraves","doi":"10.24974/amae.14.2.364","DOIUrl":"https://doi.org/10.24974/amae.14.2.364","url":null,"abstract":"In this piece, the author reflects on his Trans Chicanx identity and how his embodiment shapes his teaching and pedagogy. The author begins with a spoken word piece that captures his journey to his own trans-conocimiento. Then the author looks to the foundational work of Chicana/Latina Feminist pedagogies and transpedagogies to envision a trans joteria pedagogy that centers trans migrants—and trans women and people of color—that is grounded in disruption and vulnerability through the unsettling of borders and binaries tied to systems of power. In doing so, the author reflects on his trans joteria praxis in the classroom and through his podcast Anzalduing It. The author concludes with looking to the tensions that arise when disruptions of systems of power are central to teaching and pedagogy and highlights the vulnerability necessary of both teacher and student to embark on consciousness raising and healing exchange.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129650288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the author explores the concept of terquedad or waywardness as a blueprint towards gender/queer justice in education. Using María Lugones’s (2003) theorizing resistance against multiple oppressions, the author presents Gloria Anzaldúa’s' writings in Borderlands/La Frontera (1987) and This Bridge Called My Back (1981/2015) as a project of storying the plurality of terquedad. In doing so, the author calls for a theory and praxis of terquedad as a framework to understand the embodied resistances queer and trans-Latinx/e students deploy as textual inconveniences to push back and resist the “institutional grammars” of U.S. universities (BonillaSilva, 2012; Crawford & Ostrom, 1995). Through a plática methodology (Fierros & Delgado Bernal, 2016), the author introduces Quiahuitl, a doctoral student engaging with a praxis of terquedad when confronted with institutional and sexual violence as she moves within and against the geographies and power structures of the university.
在这篇文章中，作者探讨了作为教育中性别/酷儿正义蓝图的古怪或任性的概念。作者利用María lugoones(2003)对多重压迫的理论化抵抗，将Gloria Anzaldúa在Borderlands/La Frontera(1987)和This Bridge Called My Back(1981/2015)中的作品作为一个项目，讲述了terquedad的多元性。在此过程中，作者呼吁建立一种以terquedad为框架的理论和实践，以理解酷儿和跨拉丁裔/e学生作为文本不便来抵制和抵制美国大学的“制度语法”(BonillaSilva, 2012;Crawford & Ostrom, 1995)。通过plática方法(Fierros & Delgado Bernal, 2016)，作者介绍了Quiahuitl，一名博士生，当她在大学的地理和权力结构中移动时，面对制度和性暴力时，她参与了一项实践。
{"title":"Grounding Emerging Scholarship on Queer/Trans* Chicana/o/x and Latina/o/x Pedagogies","authors":"José M. Aguilar-Hernández, Cindy Cruz","doi":"10.24974/amae.14.2.355","DOIUrl":"https://doi.org/10.24974/amae.14.2.355","url":null,"abstract":"In this article, the author explores the concept of terquedad or waywardness as a blueprint towards gender/queer justice in education. Using María Lugones’s (2003) theorizing resistance against multiple oppressions, the author presents Gloria Anzaldúa’s' writings in Borderlands/La Frontera (1987) and This Bridge Called My Back (1981/2015) as a project of storying the plurality of terquedad. In doing so, the author calls for a theory and praxis of terquedad as a framework to understand the embodied resistances queer and trans-Latinx/e students deploy as textual inconveniences to push back and resist the “institutional grammars” of U.S. universities (BonillaSilva, 2012; Crawford & Ostrom, 1995). Through a plática methodology (Fierros & Delgado Bernal, 2016), the author introduces Quiahuitl, a doctoral student engaging with a praxis of terquedad when confronted with institutional and sexual violence as she moves within and against the geographies and power structures of the university.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114884642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the author explores the concept of terquedad or waywardness as a blueprint towards gender/queer justice in education. Using Maria Lugones’s (2003) theorizing resistance against multiple oppressions, the author presents Gloria Anzaldua’s' writings in Borderlands/La Frontera (1987) and This Bridge Called My Back (1981/2015) as a project of storying the plurality of terquedad. In doing so, the author calls for a theory and praxis of terquedad as a framework to understand the embodied resistances queer and trans-Latinx/e students deploy as textual inconveniences to push back and resist the “institutional grammars” of U.S. universities (Crawford & Ostrom, 1995; Bonilla-Silva, 2012). Through a platica methodology (Fierros & Delgado Bernal, 2016), the author introduces Quiahuitl, a doctoral student engaging with a praxis of terquedad when confronted with institutional and sexual violence as she moves within and against the geographies and power structures of the university.
在这篇文章中，作者探讨了作为教育中性别/酷儿正义蓝图的古怪或任性的概念。作者利用Maria lugoones(2003)对多重压迫的理论抵抗，将Gloria Anzaldua的作品《Borderlands/La Frontera》(1987)和《This Bridge Called My Back》(1981/2015)作为讲述多重压迫的项目。在此过程中，作者呼吁建立一种以terquedad为框架的理论和实践，以理解酷儿和跨拉丁裔/e学生作为文本不便来抵制和抵制美国大学的“制度语法”的具体抵制(Crawford & Ostrom, 1995;Bonilla-Silva, 2012)。通过platica方法论(Fierros & Delgado Bernal, 2016)，作者介绍了博士生Quiahuitl，当她在大学的地理和权力结构中移动或反对时，面对制度和性暴力时，她从事了一种实践。
{"title":"Terca, pero no pendeja: Terquedad as Theory and Praxis of Transformative Gestures in Higher Education","authors":"Omi Salas-SantaCruz","doi":"10.24974/amae.14.2.357","DOIUrl":"https://doi.org/10.24974/amae.14.2.357","url":null,"abstract":"In this article, the author explores the concept of terquedad or waywardness as a blueprint towards gender/queer justice in education. Using Maria Lugones’s (2003) theorizing resistance against multiple oppressions, the author presents Gloria Anzaldua’s' writings in Borderlands/La Frontera (1987) and This Bridge Called My Back (1981/2015) as a project of storying the plurality of terquedad. In doing so, the author calls for a theory and praxis of terquedad as a framework to understand the embodied resistances queer and trans-Latinx/e students deploy as textual inconveniences to push back and resist the “institutional grammars” of U.S. universities (Crawford & Ostrom, 1995; Bonilla-Silva, 2012). Through a platica methodology (Fierros & Delgado Bernal, 2016), the author introduces Quiahuitl, a doctoral student engaging with a praxis of terquedad when confronted with institutional and sexual violence as she moves within and against the geographies and power structures of the university.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131086141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we examine through quantitative and qualitative analyses Mexican immigrant mothers’ conversations about dating and sex with their teenage daughters who were not sexually active at the time of the study. The results of our mixed-methods study indicate that mothers give their daughters consejos (advice) restricting sex initiation embedded within messages that stress the importance of education as a means to achieve self-sufficiency and freedom. These messages of sexual restriction for the purpose of educational achievement and liberation are important for building a bridge of collaboration with teachers and schools to ensure the educational success of Mexican American female students. Our study examines whether the mothers’ consejos on sexual delay to achieve educational success results in their daughters’ postponement of sexual engagement for another year. We conclude by outlining the implications of our findings for teacher training.
{"title":"Mexican Immigrant Mother-Daughter Conversations: Sexual Delay as a Path to Educational Achievement","authors":"L. Romo, Aída Hurtado","doi":"10.24974/amae.14.1.352","DOIUrl":"https://doi.org/10.24974/amae.14.1.352","url":null,"abstract":"In this article, we examine through quantitative and qualitative analyses Mexican immigrant mothers’ conversations about dating and sex with their teenage daughters who were not sexually active at the time of the study. The results of our mixed-methods study indicate that mothers give their daughters consejos (advice) restricting sex initiation embedded within messages that stress the importance of education as a means to achieve self-sufficiency and freedom. These messages of sexual restriction for the purpose of educational achievement and liberation are important for building a bridge of collaboration with teachers and schools to ensure the educational success of Mexican American female students. Our study examines whether the mothers’ consejos on sexual delay to achieve educational success results in their daughters’ postponement of sexual engagement for another year. We conclude by outlining the implications of our findings for teacher training.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129687582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on Latinx transfer inequity and the role of state policy in addressing barriers faced trying to move from community college to four-year institutions. A recently passed initiative in California, known as the Student Equity Policy, offers community colleges the opportunity to address transfer barriers for racial/ethnic students through institutional planning. One of the largest challenges facing California Community Colleges are the persistent inequitable rates of transfer for Latinx students, the largest ethnic group in the system. Using critical policy analysis, I examined a subset of 33 Hispanic-serving community colleges to understand how they leveraged the policy to address the transfer barriers facing Latinx students. By examining equity plans, this study finds that although Latinx students are identified as facing disproportionate levels of inequity; the policy, planning process, and funding resources were left as unexploited opportunities to address Latinx students’ specific equity gaps.
{"title":"Using State-Equity Reform to Improve Latinx Student Transfer","authors":"Eric R. Felix","doi":"10.24974/amae.14.1.332","DOIUrl":"https://doi.org/10.24974/amae.14.1.332","url":null,"abstract":"This article focuses on Latinx transfer inequity and the role of state policy in addressing barriers faced trying to move from community college to four-year institutions. A recently passed initiative in California, known as the Student Equity Policy, offers community colleges the opportunity to address transfer barriers for racial/ethnic students through institutional planning. One of the largest challenges facing California Community Colleges are the persistent inequitable rates of transfer for Latinx students, the largest ethnic group in the system. Using critical policy analysis, I examined a subset of 33 Hispanic-serving community colleges to understand how they leveraged the policy to address the transfer barriers facing Latinx students. By examining equity plans, this study finds that although Latinx students are identified as facing disproportionate levels of inequity; the policy, planning process, and funding resources were left as unexploited opportunities to address Latinx students’ specific equity gaps.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"734 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122942533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The accelerated growth of the Latin@ population in the United States in the last few decades represents one of the most significant demographic changes in the nation. Alongside this population shift, some other trends have started to emerge: the Latin@ population, especially Mexican-origin people, has begun to move and settle outside traditional large cities (Murillo & Villenas, 1997; Stamps & Bohon, 2006). The numbers of Mexican-origin Latin@s concentrated in so-called “gateway” states, such as California and Texas, have started to decline and populations of immigrants settling in non-traditional destinations are now growing (Passel & Zimmerman 2001; Zuniga & Hernandez-Leon, 2005). This demographic flow has been referred to in academic literature as the new Latino diaspora (Murillo & Villenas, 1997) or new Latino destinations (Suro & Singer, 2002). Against this background, this essay explores the literature with a focus on the history of Mexican-origin Latin@ presence in the Midwest, as well as the more recent immigration trends of this population in the region. The essay aims to extend current understandings of Latin@ immigration patterns in the Midwest, analyze their implications for education and policy, and offer additional questions and considerations for future research in the field. A nuanced examination of these facts will help us to better understand the significance of the Mexican-origin Latin@ presence in the Midwest, the vulnerable status of this group over the years, and the need to recognize this population as an asset, not a liability, in the present and future considerations of the United States as a nation.
{"title":"Immigration Patterns and History of Mexican-origin Latin@s in the Midwest: Educational Implications and Future Considerations","authors":"Giselle Martinez Negrette","doi":"10.24974/amae.14.1.331","DOIUrl":"https://doi.org/10.24974/amae.14.1.331","url":null,"abstract":"The accelerated growth of the Latin@ population in the United States in the last few decades represents one of the most significant demographic changes in the nation. Alongside this population shift, some other trends have started to emerge: the Latin@ population, especially Mexican-origin people, has begun to move and settle outside traditional large cities (Murillo & Villenas, 1997; Stamps & Bohon, 2006). The numbers of Mexican-origin Latin@s concentrated in so-called “gateway” states, such as California and Texas, have started to decline and populations of immigrants settling in non-traditional destinations are now growing (Passel & Zimmerman 2001; Zuniga & Hernandez-Leon, 2005). This demographic flow has been referred to in academic literature as the new Latino diaspora (Murillo & Villenas, 1997) or new Latino destinations (Suro & Singer, 2002). Against this background, this essay explores the literature with a focus on the history of Mexican-origin Latin@ presence in the Midwest, as well as the more recent immigration trends of this population in the region. The essay aims to extend current understandings of Latin@ immigration patterns in the Midwest, analyze their implications for education and policy, and offer additional questions and considerations for future research in the field. A nuanced examination of these facts will help us to better understand the significance of the Mexican-origin Latin@ presence in the Midwest, the vulnerable status of this group over the years, and the need to recognize this population as an asset, not a liability, in the present and future considerations of the United States as a nation.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125418427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the ways in which high school teachers understand their students in relation to their own racialized social class backgrounds. It problematizes ethnic outsider inabilities to engage teaching philosophies and practices, which render teachers unable to create constructive dialogues with students that have been marginalized in the culture of schooling. Given classed, raced, and gendered past practices in education and their schooling trajectory, which have historically truncated their potential mobility, this study is mediated by racial social class positions, which veil issues that intersect with structural inequalities. As such, this case study explores teacher/student engagements, focusing on reproduction of consciousness as unrealized teacher/learner schooling interactions. It is framed in contradiction to normative teaching practices, problematizing the absences of critical pedagogy in instruction, as it suggests alternative venues from an empowered perspective.
{"title":"Racialized Social Class Pedagogical Praxis: Critical Compassion, Cariño, Respeto and Confianza","authors":"Jesus Jaime-Diaz","doi":"10.24974/amae.14.1.334","DOIUrl":"https://doi.org/10.24974/amae.14.1.334","url":null,"abstract":"This article explores the ways in which high school teachers understand their students in relation to their own racialized social class backgrounds. It problematizes ethnic outsider inabilities to engage teaching philosophies and practices, which render teachers unable to create constructive dialogues with students that have been marginalized in the culture of schooling. Given classed, raced, and gendered past practices in education and their schooling trajectory, which have historically truncated their potential mobility, this study is mediated by racial social class positions, which veil issues that intersect with structural inequalities. As such, this case study explores teacher/student engagements, focusing on reproduction of consciousness as unrealized teacher/learner schooling interactions. It is framed in contradiction to normative teaching practices, problematizing the absences of critical pedagogy in instruction, as it suggests alternative venues from an empowered perspective.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129247340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Because of the funding decisions being made in New Mexico related to public education, working as an educator has become physically, psychically, and spiritually demanding for the lead author, Trujillo Ellis. The lead author seeks clarity in understanding New Mexico youth space, or the conditions of New Mexico youths’ lives, that better equips her, as a reflective practitioner, to “make decisions about teaching and learning based upon moral and political implications” (Olan, 2019, p. 173). New Mexican youth space is contextualized in terms of demographics, outcomes related to well-being, the fiscal landscape of the state, and the policies that govern public education. The lead author utilizes the first four tenets of critical race theory (CRT): 1) Racism is normal, 2) Interest convergence or material determinism, 3) Social construction of race, and 4) Intersectionality and anti-essentialism to support reflection and analysis of her experiences as an educator and instructional coach within the educational system in New Mexico. Co-authors, Trujillo and Davis, provide counter-narratives through the final tenet, 5) Unique voice of color, related to their work with vulnerable youth in New Mexico. Conclusions drawn provide clarity and insight that support the lead author in making decisions related to teaching and learning, as well as indicating efforts that broaden critical consciousness and praxis to support positive change.
{"title":"Reconstituting Youth Space in New Mexico: The Space Youth Occupy. Education Policy. Clarity.","authors":"Bernadette Trujillo Ellis, P. Trujillo, P. Davis","doi":"10.24974/amae.13.3.456","DOIUrl":"https://doi.org/10.24974/amae.13.3.456","url":null,"abstract":"Because of the funding decisions being made in New Mexico related to public education, working as an educator has become physically, psychically, and spiritually demanding for the lead author, Trujillo Ellis. The lead author seeks clarity in understanding New Mexico youth space, or the conditions of New Mexico youths’ lives, that better equips her, as a reflective practitioner, to “make decisions about teaching and learning based upon moral and political implications” (Olan, 2019, p. 173). New Mexican youth space is contextualized in terms of demographics, outcomes related to well-being, the fiscal landscape of the state, and the policies that govern public education. The lead author utilizes the first four tenets of critical race theory (CRT): 1) Racism is normal, 2) Interest convergence or material determinism, 3) Social construction of race, and 4) Intersectionality and anti-essentialism to support reflection and analysis of her experiences as an educator and instructional coach within the educational system in New Mexico. Co-authors, Trujillo and Davis, provide counter-narratives through the final tenet, 5) Unique voice of color, related to their work with vulnerable youth in New Mexico. Conclusions drawn provide clarity and insight that support the lead author in making decisions related to teaching and learning, as well as indicating efforts that broaden critical consciousness and praxis to support positive change.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124993226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The achievement levels from 2007 to 2016 in the state of New Mexico demonstrate an educational system that is failing its Hispanic, American Indian, and English learner students. During this period of time, close to 30% of Hispanic students were proficient or above in reading, math, and science, and close to 25% of American Indian students were proficient or above. Moreover, a change in politics that informed changes in curriculum and testing policies during this period of time show lowering proficiency rates and grater disparities between groups. Further and more problematically for a state that is historically bilingual, and as bilingual students tend to be Hispanic and American Indian, English learners in most recent years tested at the lowest levels of proficiency and above. These sobering achievement levels highlighted in this article were used as evidence and as testimony in the expert report in the conjoined educational opportunity cases Martinez v. New Mexico (2019) and Yazzie v. New Mexico (2019), which was a case filed on behalf of underrepresented families and students in New Mexico against the state’s Public Education Department. The result was a landmark decision that decided children in New Mexico indeed have a right to an education and mandated the state to respond immediately to these disparities. Herein are the findings and conclusions from the expert report and testimony from the Martinez v. New Mexico (2019) and Yazzie v. New Mexico (2019) Trial Declaration of Cristobal Rodriguez.
{"title":"Achievement, Politics, and Policy Shifts: Expert Report on Achievement for Martínez/Yazzie v. New Mexico","authors":"Cristóbal Rodríguez","doi":"10.24974/amae.13.3.455","DOIUrl":"https://doi.org/10.24974/amae.13.3.455","url":null,"abstract":"The achievement levels from 2007 to 2016 in the state of New Mexico demonstrate an educational system that is failing its Hispanic, American Indian, and English learner students. During this period of time, close to 30% of Hispanic students were proficient or above in reading, math, and science, and close to 25% of American Indian students were proficient or above. Moreover, a change in politics that informed changes in curriculum and testing policies during this period of time show lowering proficiency rates and grater disparities between groups. Further and more problematically for a state that is historically bilingual, and as bilingual students tend to be Hispanic and American Indian, English learners in most recent years tested at the lowest levels of proficiency and above. These sobering achievement levels highlighted in this article were used as evidence and as testimony in the expert report in the conjoined educational opportunity cases Martinez v. New Mexico (2019) and Yazzie v. New Mexico (2019), which was a case filed on behalf of underrepresented families and students in New Mexico against the state’s Public Education Department. The result was a landmark decision that decided children in New Mexico indeed have a right to an education and mandated the state to respond immediately to these disparities. Herein are the findings and conclusions from the expert report and testimony from the Martinez v. New Mexico (2019) and Yazzie v. New Mexico (2019) Trial Declaration of Cristobal Rodriguez.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"65 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123713803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For far too long has community been left out of major discussions surrounding educational reform in the state of New Mexico. Judge Sarah Singleton’s ruling in Martinez/Yazzie v. State of New Mexico (2018) opens up an opportunity for various stakeholders to offer alternative models in addressing the need to provide a ‘sufficient education’ to students who continue to be marginalized and underrepresented across the state. This article presents three educational models that are community-based and community-created— Cultivando Nuestro Futuro Leadership Institute, Macehualli Framework for Leadership Development, and the Ciclos de la Tierra : Cultivando Querencia through Mutualsimo and Social Justice Framework. Since 2011, the Center for Social Sustainable Systems (CESOSS), a small nonprofit in the Middle Rio Grande region, has been developing educational models that are founded on Indigenous/Native philosophies and that strive to connect young leaders, families, and community members to the importance of protecting and preserving land and water traditions in New Mexico. It is imperative that educational leaders include the voice and expertise of families and community-based organizations in addressing the recommendations as set forth in the lawsuit findings. The models presented here can offer ideas on how to incorporate transformative multicultural education models into K-12 education.
长期以来，社区一直被排除在围绕新墨西哥州教育改革的重大讨论之外。莎拉·辛格尔顿法官在马丁内斯/亚齐诉新墨西哥州案(2018年)中的裁决为各利益相关者提供了一个机会，为该州继续被边缘化和代表性不足的学生提供“充分教育”的需求提供了替代模式。本文介绍了以社区为基础和社区创造的三种教育模式——培养新未来领导力学院、Macehualli领导力发展框架和Ciclos de la Tierra:通过互助和社会正义框架培养Querencia。自2011年以来，社会可持续系统中心(CESOSS)一直在开发以土著/土著哲学为基础的教育模式，努力将年轻的领导者、家庭和社区成员与保护新墨西哥州土地和水传统的重要性联系起来。CESOSS是中里约热内卢Grande地区的一个小型非营利组织。在处理诉讼结果中提出的建议时，教育领导人必须听取家庭和社区组织的意见和专业知识。这里提出的模型可以为如何将变革的多元文化教育模式纳入K-12教育提供一些思路。
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