Enlazando/rompiendo fronteras in curriculum theory: Testimonio research’s aesthetic dimensions
Abstract
This special issue is a collective effort toward blurring the boundaries of curriculum theory. Here, we are bringing the Global South—una “Mirada al Sur”—to the spotlight. This issue is informed by epistemologies born in social and political struggles (De Sousa Santos & Meneses, 2020). The “Mirada al Sur” highlights the “subaltern” condition, “voiceless” marginalized, minoritized populations, as well as its instrumentality in retrieving, reconstructing, and recovering untold history/ies (Barrios de Chungara & Vizzer, 1978; Menchu, 1984/2010). Humbled by the power of the genre, we hope to continue the decolonizing Chicanx efforts (Anzaldúa & Moraga, 1983) of weaving/breaking normative narratives, embracing/disturbing discursive forms and featuring multiple aesthetic dimensions of testimonio.
Abstract
This special issue is a collective effort toward blurring the boundaries of curriculum theory. Here, we are bringing the Global South—una “Mirada al Sur”—to the spotlight. This issue is informed by epistemologies born in social and political struggles (De Sousa Santos & Meneses, 2020). The “Mirada al Sur” highlights the “subaltern” condition, “voiceless” marginalized, minoritized populations, as well as its instrumentality in retrieving, reconstructing, and recovering untold history/ies (Barrios de Chungara & Vizzer, 1978; Menchu, 1984/2010). Humbled by the power of the genre, we hope to continue the decolonizing Chicanx efforts (Anzaldúa & Moraga, 1983) of weaving/breaking normative narratives, embracing/disturbing discursive forms and featuring multiple aesthetic dimensions of testimonio.
