Advertisement

Entre el Aquí y el Allá: International Schooling and the Colonized Mind

  • Alexandra Arráiz Matute
Chapter
Part of the Explorations of Educational Purpose book series (EXEP, volume 27)

Abstract

In this chapter, I use autoethnography to gaze upon my own educational experiences through an antiracism lens. I attempt to tell the story of my personal decolonization journey, which was prompted through conversations in the course. I look firstly at how the blatantly white and North American curriculum in an international school erased me from my own schooling and learning. Then, how this erasure had the effect of leaving me incapacitated to attend my own country’s post-secondary institutions, which also struggle with the legacy of European colonialism. This moved my journey to Canada and finally to the antiracism classroom, where I began to unfold the layers and pick at the seams of this erasure. In this journey, the discovery of Latina feminist writers has been integral in helping me think through how my particular subject location and how to situate it within a CARE framework for creating a space within which to continue this work.

Keywords

Racial Identity Racial Category International School Global Citizen International Baccalaureate 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Anzaldua, G. (1987). Borderlands/La frontera: The new mestiza. San Francisco: Aunt Lute.Google Scholar
  2. Anzaldua, G. (1990). Making face, making soul = Haciendo caras: Creative and critical perspectives by feminists of color. San Francisco: Aunt Lute Foundation Books.Google Scholar
  3. Anzaldua, G., & Moraga, C. (1983). This bridge called my back. New York: Kitchen Table Press.Google Scholar
  4. Belle, T. J., & White, P. S. (1978). Education and colonial language policies in Latin America and the Caribbean. International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue Internationale de l’Education, 24(3), 243–261.Google Scholar
  5. Bost, S. (2000). Transgressing borders: Puerto rican and latina mestizaje. MELUS, 25(2, Latino/a Identities), 187–211.Google Scholar
  6. Burciaga, R., & Tavares, A. (2006). Or pedagogy of sisterhood: A [testimonio]. In D. Bernal, C. A. Elenes, F. Godinez, & S. Villenas (Eds.), Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology. Albany: SUNY Press.Google Scholar
  7. Bustamante- Lopez, I. (2008). Constructing linguistic identity in Southern California. In M. Niño-Murcia & J. Rothman (Eds.), Bilingualism and identity: Spanish at the crossroads with other languages. Philadelphia: J. Benjamins Publishing.Google Scholar
  8. Butler, J. (2004). Precarious life: The powers of mourning and violence. New York: Verso.Google Scholar
  9. Cruz, C. (2006). Toward an epistemology of a brown body. In D. Bernal, C. A. Elenes, F. Godinez, & S. Villenas (Eds.), Chicana/Latina education in everyday life: Feministas perspectives on pedagogy and epistemology. Albany: State University of New York Press.Google Scholar
  10. Dei, G. J. S. (2000). Towards an anti-racism discursive framework. In G. Dei & A. Calliste (Eds.), Power, knowledge and anti-racism education: A critical reader (pp. 23–39). Halifax: Fernwood Publishing.Google Scholar
  11. Delgado Bernal, D. (2006). Mujeres in college: Negotiating identities and challenging the educational norm. In D. Bernal, C. A. Elenes, F. Godinez, & S. Villenas (Eds.), Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology. Albany: SUNY Press.Google Scholar
  12. DuBois, W. E. P. (2007). The souls of Black Folk. Oxford: Oxford University Press. (Original published in 1903)Google Scholar
  13. Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Forum: Qualitative Social Research, 12(1).Google Scholar
  14. Elenes, C. (1997). Reclaiming borderlands: Chicana/o identity, difference, and critical pedagogy. Educational Theory, 47(3), 359–375.CrossRefGoogle Scholar
  15. Falcón, S. M. (2008). Mestiza double consciousness: The voices of Afro-Peruvian women on gendered racism. Gender & Society, 22(5), 660–680.CrossRefGoogle Scholar
  16. Galvan, R. T. (2001). Portraits of mujeres desjuiciadas: Womanist pedagogies of the everyday, the mundane and the ordinary. International Journal of Qualitative Studies in Education, 14(5), 603–621.CrossRefGoogle Scholar
  17. Hernandez-Chavez, E. (1978). Language dominance and proficiency testing: Some general considerations. NABE: The Journal for the National Association for Bilingual Education, 3(1), 41–54.CrossRefGoogle Scholar
  18. Holling, M. A. (2006). The critical consciousness of Chicana and Latina students: Negotiating identity amid sociocultural beliefs and ideology. In D. Delgado-Bernal, C. A. Elenes, F. E. Godinez, & S. Villenas (Eds.), Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology (pp. 81–94). Albany: SUNY Press.Google Scholar
  19. Lopez, G. R. (2003). The (racially neutral) politics of education: A critical race theory perspective. Educational Administration Quarterly, 39(1), 68–94.CrossRefGoogle Scholar
  20. McCaa, R., Schwartz, S. B., & Grubessich, A. (1979). Race and class in Colonial Latin America: A critique. Comparative Studies in Society and History, 21(03), 421–433.CrossRefGoogle Scholar
  21. Moraga, C. (1983). Preface. In G. Anzaldua & C. Moraga (Eds.), This bridge called my back. New York: Kitchen Table Press.Google Scholar
  22. Omi, M., & Winant, H. (1993). On the theoretical concept of race. In C. McCarthy & W. Crichlow (Eds.), Race identity and representation in education (pp. 3–10). New York: Routledge.Google Scholar
  23. Phillipson, R. (1992). Linguistic imperialism. New York: Oxford University Press.Google Scholar
  24. Romo, J. (2004). Experience and context in the making of a Chicano activist. The High School Journal, 87(4), 95–111.CrossRefGoogle Scholar
  25. Santa, A. O. (2002). Brown tide rising: Metaphors of Latinos in contemporary American public discourse. Austin: University of Texas Press.Google Scholar
  26. Shadd, A. (2001). Where are you really from? Notes of an “immigrant” from North Buxton, Ontario. In C. E. James & A. Shadd (Eds.), Talking about identity. Encounters in race, ethnicity, and language. Toronto: Between the Lines.Google Scholar
  27. Suárez-Orozco, M. M. (2000). Everything you ever wanted to know about assimilation but were afraid to ask. Daedalus, 129(4), 1–30.Google Scholar
  28. Tanck Jewel, D. (2005). Education- Colonial Spanish America. In J. M. Francis (Ed.), Iberia and the Americas: Culture, politics and history: A multidisciplinary encyclopedia (Vol. 1). Santa Barbara: ABC-CLIO.Google Scholar
  29. The Latina Feminist Group. (2001). Telling to live: Latina Feminist Testimonios. Durham: Duke University Press.CrossRefGoogle Scholar
  30. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: SUNY Press.Google Scholar
  31. Wylie, M. (2011). Global networking and international education. In R. Bates (Ed.), Schooling Internationally: Globalisation, Internationalisation and the Future for International Schools. London/New York: Routledge.Google Scholar
  32. Zulueta, F. (1995). Bilingualism, culture and identity. Group Analysis, 28(2), 179–190.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Ontario Institute for Studies in Education (OISE)University of TorontoTorontoCanada

Personalised recommendations