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Consortium forSocial Movements and Education
Research and Practice

Promoting Curriculum of Orgullo: Latinx’s Children’s Books and Testimonio

Promoting Curriculum of Orgullo: Latinx’s Children’s Books and Testimonio

Freyca Calderon-Berumen, Karla O'Donald
2019
2019

Abstract

Calderon-Berumen, F., & O'Donald, K. (2019). Promoting Curriculum of Orgullo: Latinx’s Children’s Books and Testimonio. Association of Mexican American Educators Journal13(1), 124-141.

As educators that are committed to democratic liberatory education for all, we are called to create spaces and places where we can cultivate and curate experiences that can provide avenues for students to develop self-awareness and agency. These dialogical spaces and places will problematize and question students’ knowledge and understanding leading them to articulate perspectives inhibited by hidden curriculum that hinders them from developing and actualizing a sense of self and purpose. This essay provides an example of decolonizing curriculum through children’s literature to support students in exploring, analyzing, and creating testimonies as a way to problematize their understandings and experiences with marginalized communities. Testimonio, embodied in the aesthetics of children’s literature, provides a pivotal pedagogical tool that allows students to critically reflect on systematic oppression, social inequalities, and hegemonic practices. Framed within a curriculum of orgullo (Calderon-Berumen & O’Donald, 2017), the testimonies embedded in children’s literature scaffolds the process of reading, producing, and analyzing students’ personal narratives.

Article
Our Research

Abstract

Calderon-Berumen, F., & O'Donald, K. (2019). Promoting Curriculum of Orgullo: Latinx’s Children’s Books and Testimonio. Association of Mexican American Educators Journal13(1), 124-141.

As educators that are committed to democratic liberatory education for all, we are called to create spaces and places where we can cultivate and curate experiences that can provide avenues for students to develop self-awareness and agency. These dialogical spaces and places will problematize and question students’ knowledge and understanding leading them to articulate perspectives inhibited by hidden curriculum that hinders them from developing and actualizing a sense of self and purpose. This essay provides an example of decolonizing curriculum through children’s literature to support students in exploring, analyzing, and creating testimonies as a way to problematize their understandings and experiences with marginalized communities. Testimonio, embodied in the aesthetics of children’s literature, provides a pivotal pedagogical tool that allows students to critically reflect on systematic oppression, social inequalities, and hegemonic practices. Framed within a curriculum of orgullo (Calderon-Berumen & O’Donald, 2017), the testimonies embedded in children’s literature scaffolds the process of reading, producing, and analyzing students’ personal narratives.

Social Movements

Keywords

Curriculum, Decolonialism, Democracy, Public Schooling, Race

Theme

Social Movements Within; Through; and for Public Education

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