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Using a Xicana Feminist Framework in Bilingual Teacher Preparation: Toward an Anticolonial Path

Abstract

This article intentionally proposes the use of anticolonial Xicana feminisms as a theoretical foundation for Spanish–English bilingual teacher preparation programs that serve a majority of Latinx aspiring teachers. An anticolonial Xicana feminist framework is imperative in order to prepare bilingual teachers to confront and counter the growing neoliberal ideologies that are co-opting the goals of bilingual/dual language education today and that run the risk of further marginalizing Latinx language minoritized students, particularly in rapidly gentrifying urban communities and regions experiencing a recent Latinx population boom. The article analyzes the theoretical and pedagogical processes that would help prospective teachers challenge the legacies of colonization, imperialism, and Eurocentric heteropatriarchy in order to forge an anticolonial path in bilingual education in four interrelated areas: vision, identities, languages, and pedagogies.

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Notes

  1. 1.

    While the "X" in Xicana is explained in the text, I use the "x" in other words, such as Latinx, Mestizx, Chixanx, etc., (when not quoting other authors) not just to represent gender neutrality, but rather to interrupt hegemonic cisgender binaries and heteronormativity and to expose some of the most significant historical and ever-present wounds in the Latinx community. I draw on Pelaez López (2018) formulation of four wounds represented by the four corners of the X: settlement, anti-Blackness, femicides, and inarticulation—or the inability to logically resolve the contradictions and tensions between all of these wounds characterizing the lives of Latinx.

  2. 2.

    Zines are self-published magazines, but they do not follow conventional/commercial formats. They are written in a range of layouts and styles including text and/or images and often using hand-made, computer produced, do-it-yourself and avant garde approaches, and incorporate one or various genres like poetry, essays, personal journals, stories, testimonies, and art. There is no limit on the topics they cover, but they often address those that are repressed, controversial, or excluded from traditional media, such as politics, intersectional and gender-conforming feminism, race, sex, social justice issues, and non-mainstream information.

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Cervantes-Soon, C.G. Using a Xicana Feminist Framework in Bilingual Teacher Preparation: Toward an Anticolonial Path. Urban Rev 50, 857–888 (2018). https://doi.org/10.1007/s11256-018-0478-5

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Keywords

  • Bilingual education
  • Dual language
  • Teacher preparation
  • Chicana feminisms
  • Coloniality