ABSTRACT. This session extends my previous work (Loya, 2021), presenting specific strategies to foster inclusive classrooms, based on the premise that all participants are part of the teaching and learning process. The session is based on the idea that instructional reflection is a first step in designing and creating inclusive teaching and learning spaces, whether they occur face to face or virtually. Following four elements of philosophical roots (i.e., ontology, epistemology, axiology, and methodology), the session will prompt reflective questions followed by specific pedagogical and assessment strategies that foster inclusivity and engagement.

ABSTRACT. Counter story-telling as a critical race theory practice, which ought to serve as a conduit to liberate the oppressed, is becoming increasingly politicized. The freedom of critical thought and reflection of one's culture, beliefs, and values are constantly under attack from those in power. In this proposal, we use a LatCrit framework to take a critical view of STEM curriculum. How are Anzaldua’s and Freire’s philosophies and theoretical frameworks applicable and relevant to LatCrit in STEM curriculum?

ABSTRACT. This mini-ethnographic case study explores the experiences of two pre-service teachers in negotiating possibly divergent educational experiences in the borderlands. Particularly, in how pre-service teachers who received their primary and secondary education in Mexico confront the idea of teaching a U.S. based social studies curriculum. Gloria Anzaldúa’s conceptualization of Nepantla provides the framework for analyzing the “work” that occurs in interstitial spaces. Elements of informal interviewing and plática techniques are utilized in data gathering. Textual and Audio analysis of the data reveal two themes that inform how these pre-service teachers negotiate competing educational experiences in interstitial spaces like the RGV.

ABSTRACT. Public schools exist, at least in part, to develop citizenship in students. Existing literature suggests that citizenship education improves students’ civic and community engagement, this paper explores the approaches to citizenship education, especially their attention to community engagement and service learning, in middle school social studies classrooms in Maine. Using both survey and interview methods, we examine how middle school teachers conceive of and approach citizenship in their classrooms. Findings reveal broad commitment to citizenship, but typically through historical studies, and limited attention to service learning and community engagement in middle school classrooms.

ABSTRACT. Embracing hooks (1994) assertion of theory as liberatory practice, continuing bonds between teacher-researcher and former students deepened as result of a critical feminist inquiry. This resulted in a unique mapping of respective ‘coming of age’ journeys, experiences as women in educational systems, and the theorizing of possible futures for themselves and changes to social reality for others like themselves. Centering the richness of experience and power in pedagogy of relationship building, an intersectional frame of analysis is used to probe the affirming differences and commonalities in the identities and perspectives that forged a sense of solidarity and sisterhood.

ABSTRACT. This longitudinal ethnographic case study engages Filipina women in immigrant communities in South Korea and asks, How do perceptions of English language and accent performance enable and constrain the social mobility and integration of Filipina marriage migrants in Korean society? Throughout, it investigates how the performative quality of accented speech in English both enables and constrains Filipina plurilingual migrants’ navigation and negotiation of power dynamics and fashioning of a locally-contextualized sense of identity. Furthermore, it probes the implications of racialized English accent and its relation to the perception of English teaching as a prestigious profession in some global contexts.

ABSTRACT. Changing geopolitical conditions in the ‘Asian Century’ coupled with transnational migration patterns where at least 34% of Australia’s foreign born population hail from ‘Asian’ backgrounds has meant that one of the Australian Curriculum’s three cross-curriculum priorities centres on ‘Asia and Australia’s engagement with Asia’. In particular, the curriculum propounds the importance of Asia literacy in developing active and informed Australian students . However, despite this cross-curriculum priority that purportedly empowers students to “recognise the diversity within and between the countries of the Asia region” , a paradoxical variance across different classroom contexts in the implementation of key ideas and explanatory materials related to this priority nullifies the curriculum’s stated purpose, and arguably, perpetuates the homogenisation of ‘Asians’ as outsiders in the Australian national imaginary . In response, drawing on a recent Junior Geography excursion through the central food precinct of an ‘Asian’ ethnoburb with predominantly white students and teaching colleagues, this AsianCrit autoethnographic account chronicles a migrant ‘Asian’ Australian high school teacher’s attempts at interrogating the complex and covert essentialising borders in place, and in so doing, advocating for an understanding of intragroup diversity that reverses deficit discourses around the ‘Asian’ diaspora in Australia.

ABSTRACT. The Covid-19 crisis foregrounds hospitality as an urgent curricular, pedagogical, and humanitarian theme. To address the injustice under the social contrast of hospitality through education, we consider the thoughts of Emmanuel Levinas and Jane Addams. While both Levinas and Addams contend that hospitality at home should be seen as ethically significant, we argue that it is important to recognize the radical normative underpinnings of Addams’s concept of civic housekeeping as emphasizing the continuity between the private and public, between the concrete, lived experiences of being hospitable and the abstract philosophical ideal of hospitality.

ABSTRACT. Gandhi is often looked at as a model for peaceful living and peace movements. This session employs unknowability as a tool to think through Gandhi's more recent portrayal as a historical figure who promoted racism and sexism. What to do with the contradictions between such representations and how to move in the midst of such conflicting portrayals will be the focus of this paper. Explorations of the need for role models and their failures to stand up over time will be explored alongside questions of historical context and interpretation. The question of a Gandhi good enough for a future of peace studies in curriculum studies will be examined.

ABSTRACT. I propose a paradigm shift for critical pedagogies, reframing the individual as an inseparable component of their community, emphasizing a growth-centered ethic of the social good. Using Deweyan, Feminist, and Aesthetic forms of Pragmatism, I propose a critical paradigm shift that moves away from the traditional critical paradigm that privileges individual cognitive “awakening,” reflection, and action, and instead moves toward a critical pragmatism that engages affective, embodied, cognitive, and experiential ways of rethinking individuals as social beings, for the purpose of individual and social growth.

ABSTRACT. This presentation ruminates on emergent knowledges tied to recurrent methods of Land emplacement and displacement in and around the area named Denton County, Texas. The inquiry is based on the authors’ place conscientizacao through ongoing arts-based and historical research into forms of public pedagogy that have perpetuated practices of emplacement and maintained forms of null curricula that willfully ignore Denton’s genocidal actions and forced displacements. From settler perspectives, authors illustrate how histories of Land comingle and evolve through art and inquiry encompassing processes of wandering, encountering, dwelling, and re-emplacing that enable a pedagogy of conscientizacao and re-emplacement.

ABSTRACT. This study explores unique discursive constructions of "masculinity in crisis" in China and South Korea, focusing on people’s perception and reaction to effeminate male appearance, as well as its relation to gender performativity. Although Chinese and South Korean societies demonstrate different forms of hegemonic masculinities, they are all related to (re)centering the ideology of the heteronormative patriarchy. Our analysis shows how hegemonic masculinities demonstrate their domination within and across genders, for both women and men. We find that the construction of hegemonic masculinity in today’s society, at least in China and South Korea, has become more complicated.

ABSTRACT. Our project works with first year Latinx students. It includes intentionally designed mentorship experiences (i.e. Photovoice) aiming to support the developing of culturally responsive and sustain pedagogies to prepare them as educational scholars who will promote positive change and social justice in today’s classrooms.

ABSTRACT. In June 2020, after George Floyd’s murder, faculty and staff created a professional learning community (PLC) focused on diversity. Members first worked to understand their own identities and how that creates a lens through which they view the world. Critical conversations about how these lenses operated in both personal and professional lives helped to cement general understandings that morphed into smaller actions in respective departments and courses. During the second summer of the PLC, another book study was implemented in order to draw in more members of the campus community and create new coalitions focused on action.

ABSTRACT. The present problem with consciousness raising is that it is not an end unto itself but has become treated as such by progressive pedagogues and the progressive movement more broadly. Raising consciousness, on its own, does nothing to transform the material conditions of our oppressive social order. Too often, we create steps or stages necessary to realize social change on the side of humanization. But learning about oppression comes with an additional challenge: such learning can stand in for action. It is thus not consciousness raising we ought to be aiming for in critical educational spaces.

ABSTRACT. Effective design solutions address people’s needs and design processes often begin with empathy, which highlights the need to teach undergraduate art education students to begin their design solutions with empathy. This coupled with the general acknowledgement of declining empathy in college age students at a time when empathy for others is sorely needed, inspired a study on how to develop a curriculum to teach students to design empathically. This paper includes reflections on the initial development of an empathic design curriculum and ongoing revisions that have resulted in increased student understanding of both empathy and empathic design.

ABSTRACT. Having a rather tangled relationship with Disney, and Disney Princess mania in particular, this queer feminist educator and devoted guncle, seeks to reappraise his earlier scholarship, in pursuit of how he might improve upon it. With five years passing since he published his conceptual framework for the Disney Princess franchise’s first dozen animated feature films, it seems timely to consider the franchise’s two latest additions: Moana and Raya and the Last Dragon. Whereas four distinct generations held true for the first 13 princesses’ evolution, both Moana and Raya break new ground, ushering forth a unique, encouraging, and intersectional fifth generation

ABSTRACT. In this creative account, we explore the possibilities and challenges of using a form of narrative research we term surrealist portraiture (Author, 2012) as a way of making generative meaning out of the “vexingly volatile and constantly changing circumstances” of educational research and more particularly curriculum inquiry within the context ofthe surreal curricular times and spaces ofCovid-19 (Bauman, 2007, p.3).

ABSTRACT. Much research on online teacher education since the COVID 19 outbreak has focused on the positive impact of technological pedagogical innovations on students' learning experiences . This study re-orients the discussion to focus on how Preservice Teachers’ (PTs) local contexts, experiences, and positionalities predominantly shaped their perceptions of online instruction in PTs education, the emotional and academic challenges they faced, and their adjustment to challenging situations. Drawing on findings from an ethnographic case study informed by socio-constructivist and Contextual Mitigating Factor theoretical underpinnings (CMF), we argue that understanding PTs’ navigation of adverse situations helps generate long-term effective pedagogical and programmatic possibilities for online teacher education models.

ABSTRACT. The 2020-21 academic year was like no other, and preservice teachers with/in their teacher preparation programs learned un/intentional lessons regarding curriculum and pedagogy during a traumatic time, while simultaneously coping with multiple crises in their own lives and/or communities. Slowly re/discovering a post-pandemic classroom setting, how can arts-based activities help preservice teachers develop a sense of coping with crises as well as process their own teacher identity moving forward? This article examines how preservice teachers use arts-based lessons in teacher education courses as a conduit for coping amid crises through the lens of teacher identity.

ABSTRACT. This paper will explore how the genre of film uses elements of emotion, language and creativity to spark a new framework of values through curriculum inquiry. With the applicability of aesthetic cognitivism, the film, Taare Zameen Par epitomizes the importance of imagination, instilling the notion of acceptance, human kindness, understanding, and striving for the quest of knowledge even when people face adversity because they learn differently.

ABSTRACT. Proposal Abstract: Academic husband and wife duo have a critical plática about the needs of students of color with disabilities. Barriers exist in the South Texas community that are unique to the culture and geographic are that must be addressed to transition successfully from secondary to post-secondary academic settings. Through plática, they discuss their respective fields, where the gaps exist and the gains that are made through their professional and community contributions.

ABSTRACT. George S. Counts wrote: We must abandon completely the naïve faith, that school automatically liberates the mind and serves the cause of human progress; in fact, we know that it may serve any cause. [...] If it is to serve the cause of human freedom, it must be designed for that purpose. [my emphasis] (p. 54)

The ideas of school liberating the mind or even human freedom have never truly been the aim of mainstream North American education, even if these have ideas have been the notional aim of progressive educators for arguably 250+ years. In Canada, as in many other western countries, despite occasional periods of flirtation with more progressive or liberal ideas, education has generally been rooted in Nationalism, national identity, and serving the dominant military, industrial, political, or religious agenda of the day. Acknowledging the diverse nature of Canada’s populations, as well as Canada’s racist history, I understand that both individuals and society face many complex challenges. Any system of education in Canada seeking to address these challenges indeed needs to be “designed for that purpose” (Counts, 1962, p. 54). Furthermore, I believe that Initial Teacher Education programmes are integral to that purpose and acknowledging the intersectional nature of both teachers’ and teacher candidates’ lives may help programme faculty to develop resilient and liberatory teacher candidates and teachers.

According to Dussel: “Philosophy of liberation is postmodern, popular (of the people, with the people), profeminine philosophy. It is expressed by (“pressed out from”) the youth of the world, the oppressed of the world, the condemned of world history.” (2003, p. viii) This is an idea that connects very much to the threads of my thinking and feeling that I have attempted to capture in my work over the past 20+ years as I think about the marginalisation inherent in formal education in the west. For some critics the question will be “isn’t taking liberation philosophy and applying it in the Global North some sort of cultural appropriation?” To me the answer is “no”. As Dussel says this “philosophy was born in […] political space [and…] in peripheral spaces” (2003, p. 2). There are “political” and “peripheral spaces” in the Global North just as in the South and these “spaces” are significantly impacted by formal and informal education (see for example Mizzi et al., 2016). Despite my positionality I have always felt and connected with those, on the periphery. Liberation philosophy is also an idea rooted in relationality, interconnection and context, which Dussel calls “its spatial, worldly setting” (2003, p. 1); and in past, present, and future, which I also connect to.

Liberation psychologies perhaps more than most other psychologies recognise the global nature of existence, problems, and trauma. They ask “what kind of psychological approaches might enhance capacities for critical thinking, collective memory, peacemaking, and the creative transformation of individuals, groups and neighborhoods.” (Watkins & Shulman, 2008, p. 2); arguably, questions that should be at the heart of all education including teacher education. Burton and Gómez (2015) note that “liberation psychology is best understood as belonging to a much wider family of decolonizing bodies of theory and practice” (cited in Burton & Guzzo, 2020, p. 18) I agree and such approaches recognise the historical and “continuing reality of colonisation, exploitation, and domination of other places by Western Europe” (Burton & Guzzo, 2020, p. 18). Finally, liberation psychologies are closely related to critical pedagogy, militant sociology and participatory action research, particularly that undertaken in the Global South and liberation theology (Burton & Guzzo, 2020).

This paper will explore the potential for using liberation philosophies and psychologies to inform initial and ongoing teacher education.

ABSTRACT. We utilized Platicas (Fierros & Delgado Bernal, 2016) and Testimonio (Latina Feminist Group, 2001) to produce research that values the voice of participants and celebrates their powerful experiences. Reflecting about adopting roles as Malitzin researchers (Flores Carmona, 2014), we invite you to reflect with us in the use of these two methodologies and evaluate the work that has been produced utilizing these decolonial forms of research engagement.

ABSTRACT. This theoretical review provides a detailed examination of how decolonial theory from Latin America (LA) informs contemporary education scholarship, considering specifically the varying ways it is conceptualized and deployed in education research in the anglosphere. The purpose of this review is not to determine the effectiveness of education research and teaching practices but rather to provide a conceptual map for examining the ways decolonial theory shapes emerging education scholarship theoretically, methodologically, and pedagogically. Important to note is that this theoretical review refuses the “gatekeeping, policing, and productive” dimensions of literature reviews and adopts what Lather (1999) poses as “a critically useful interpretation and unpacking of a problematic that situates the work historically and methodologically” (p. 3). This framing of literature reviews makes evident the authors’ “invested positionality that unpacks the problematic of power and knowledge” (p. 3) in decolonial studies in education.

ABSTRACT. Black girls in schools are organized based on their K-12 location and academic performance. Reflections from 44 Black women educated in the U.S. show that Black girls are taught that there are “good” Black girls and there are “bad” Black girls. Sorting Black girls from a young age reinforces that there is only one type of Black girl that can succeed—causing Black girls to self-regulate behavior and evaluate other Black girls. Black girls are placed on a binary of “good” or “ghetto.” To understand this binary (and how to challenge it), this paper draws on Woodson’s critical Afropessimism.

ABSTRACT. In this paper we explore how encounters hold pedagogical possibility for a change in priorities, worldviews, and interrelationships as important to sustainability in our personal lives, communities, and broader society. Each author explores possibilities for transformation through encounters with counterstories, texts, and a teacher. Through a research-based example offered by Author1, and autobiographical examples offered by Author2 and Author3, we work together to illuminate hopeful possibilities for shifting mindsets against the potential harms that come to oneself, the Earth, and each other.

ABSTRACT. In this paper, we take a reflective and narrative approach on our process of designing a diversity, equity, inclusion and social justice project and course, while navigating our own multiply-minoritized experiences as graduate educators of color. We discuss our own stories and narratives of resilience during the COVID-19 global pandemic around issues of immigration, racism, police violence, the struggles, and challenges of English Language Learners (ELLs), and gender discrimination.

ABSTRACT. Black matters are rural matters. Our symposium explores relationships among rural communities, the movement for Black Lives, and education. The symposium focuses especially on rural struggle—in the stories and reflections of a Black sociologist and organizer who led Black Lives Matter protests in her own rural and predominantly white Texas community; in an ethnographic study of how Black parents in Georgia took action to counter racism in their local rural schools and community; and in studies that examine the participation and leadership of Black and Latinx youth in Black Lives Matter protests in their rural communities. This symposium highlights how the movement for Black lives in rural spaces is pedagogical and transformative.

ABSTRACT. This panel highlights artist practice in quarantine during the COVID-19 pandemic. Artists and art education scholars reflect on their creative processes in quarantine and its impact on women of color. Panelists explore various artist methodologies in relation to the pandemic, isolation, and uncertainty. Indira Bailey explores painting through anxiety and depression and the marginalization of black and brown women. Yang Deng uses drawing and mapping as a mindfulness practice as a Chinese international student. Christen Sperry García engages with visual testimonios, or performative text and image to navigate change and borderlands within a COVID-19 landscape.

ABSTRACT. This conceptual paper first illustrates the historical context and material conditions that led to the rise of neoliberal capitalism. It draws on decolonial theory to analyze and interpret how the coloniality of power, knowledge, and being find continuity within neoliberal capitalism’s incessant privatization of public spaces. It elucidates how neoliberal globalization, spatial reconfiguration or gentrification, and education reform in urban contexts are implicated in displacement and dispossession. This paper demonstrates how the implementation of policy reconfigured and recolonized urban space via housing and education reform, the privatization of schools and curriculum reform, and the displacement of racialized peoples. These structural adjustments, finally, demarcate the “Global Souths” in the Global North, spaces conceived as the new frontier in need of colonization, gentrification, and capital accumulation through dispossession.

ABSTRACT. This study explores how teachers might take up ontological attitudes through instructional strategies in order to establish more equitable and just pedagogical relationships in the classroom. Bakhtin’s (1990) concept of architectonics and outsideness serve as a framework to analyze the relational merit of instructional strategies. A systematic review of classroom feedback research was conducted, and the results suggest that feedback strategies only partially align with the framework, which indicates that the relationship is not the primary focus of instruction. The study concludes with suggestions on how educators might analyze instructional practices to engage in more equitable and just relationships.

ABSTRACT. This presentation shares progress on a case study involving a co-taught English as a Second Language (ESL) high school class working with social studies teacher candidates in their methods course to bring about content rich opportunities for the English language learning students to develop their literacy within a specific focus on civic concepts including citizenship, democracy, and justice. The ESL course purpose and evolution is explored through teacher reflections and student work, while teacher candidates reflect on their development as future social studies teachers of ELL’s sharing their lessons of working to bring about equity in a Midwestern High School.

ABSTRACT. Drawing from an ongoing ethnographic study exploring curriculum making and teaching in early-childhood settings during Covid 19, this paper/presentation maps out surreal curricular moments of COVID 19’s lived “inside-out” within the context of nested place-based approaches. This interactive paper presentation invites participants to explore an emerging post-Covid 19 curriculum of Quinta Mazatlán as an “inside-out” curricular topography that connects community, culture, and the more than human world while problematizing and advancing place-based approaches to curriculum inquiry.

ABSTRACT. As a result of the COVID-19 pandemic, education faculty were required to teach all courses online. The authors created one assignment for teacher candidates that required teacher candidates to design and deliver a lesson based on the high-leverage practice of leading a group discussion using mixed-reality simulations. Teacher candidates formulated open-ended questions to help student avatars think critically and deeply about the various themes in the book, Thank You Mr. Falker. Mursion sessions were delivered through Zoom. The authors discuss several benefits of using Mursion in conjunction with Zoom and examine the factors one needs to consider regarding planning, preparation, and logistics when using Mursion. Further they discuss the themes that emerged from an examination of teacher candidates’ reflections following their Mursion lesson sessions.

ABSTRACT. Our panel emerges from the research of four members of the Aztlán Study Group (ASG), a study group dedicated to mutual support in learning, teaching, and research as related to the critical study of the Aztlán, Gran Mexico. Critical curricular-pedagogical praxis, by definition, refers to critical pedagogy specifically elaborated within specific bioregions and leveraged toward collective conscientization (Freire, 1970/2002, Paraskeva, 2016, 2020). Our panel sketches resistant, transnational, and translanguaging traditions of the RGV and conjugates them with our in situ notion of critical curricular-pedagogical praxis. In our panel, we emphasize the development of bioregional learning and teaching curricular resources (Organizer, Presenter 2, and Presenter 3, and Presenter 3 at al., In press) to our understanding of critical curricular-pedagogical praxis in order to advance the decolonizing imperative in critical pedagogies.

Our panel is necessarily situated in Aztlán, Gran México. As articulated by Américo Paredes (1976), Grán México refers to the cultural, social, and historical territories from which indigenous and mestizo peoples, including the colonized regions of the US Southwest, México, and Central America. Aztlán refers more specifically to the US Southwest and its indigenous and mestizo indigenous communal thought ways and colonized land resources (Gonzalez, 1968, 1969; Valdez & Steiner, 1971; Anzaldúa, 1987). The rationale of our panel is to modestly begin to organize the RGV, Aztlán’s resistant, transnational, and translanguaging traditions for critical curricular-pedagogical praxis in our bioregion. Our overall work in the educational sciences draws on emancipatory knowledge production whose potential is measured via revelatory and catalytic validity (Apple, 1979/1990; Freire, 1970, Paraskeva, 2016, 2020). We assume our general readership as undergraduate and graduate students, teacher educators, teachers and teacher leaders, and librarians. We provide our panel with the hopes that readers organize and leverage their own learning, teaching, and research toward local-yet-globalized notions of critical pedagogical praxes for transformative transnational work (Amin, 2008).

Presenter 1 Spreading the Word on the Effectiveness of Translanguaging

Verbal abuse through microinsults, microassaults, and even physical attacks in extreme cases can happen in American schools. This is sadly a common occurrence at school. Informal ‘no Spanish in the classroom’ policies too often promote prejudices against Mexican American students. LatCrit exposes the interpersonal and institutional discrimination and how Mexican American students in Aztlán experience it in the classroom. The frameworks of border crossings and LatCrit are used as a lens to expose the minimization of children’s connection to the Spanish language or culture. Through text analysis as a mode of inquiry, the use of translanguaging can inform educators and administrators of the legitimacy as an effective strategy for learning the English language faster. The common use of translanguaging as a cognitive and linguistic engagement in the construction of knowledge can positively affect students through the promotion of social justice by providing spaces for innovation and reform.

Presenter 2 Decolonizing the curriculum via Gloria Anzaldua The purpose of this paper is to draw out the use of decolonization efforts in children’s literature to deterritorialize and reterritorialize what counts as knowledge through the writings of Gloria Anzaldua. Anzaldúa exhibits what Paraskeva might describe as an itinerant curriculum theory (ICT) which typically employs the use of multiple epistemological frameworks in addressing issues of social and cognitive justice. Via critical content analysis, I outline some critical components of Anzaldúa’s two children’s books that were published in 1993 and 1995. This critical analysis of Anzaldúa’s books follows the analytical process illustrated by Mathis. A careful analysis of Friends from the Other Side/Amigos del Otro Lado and Prietita and the Ghost Woman/Prietita y La Llorona resulted in the identification of three overarching themes across both storybooks. These themes speak to the decolonial nature of resistant traditions in the RGV as a vehicle for cultural and linguistic sustainability. By harnessing other knowledge and other perspectives on what constitutes knowledge, students in the region can bring more of their experiences into the classroom as leverage for engaging with other systems of knowledge.

Presenter 2, Presenter 3, Presenter 4 Resistant, Transnational, and Translanguaging Traditions of the Rio Grande Valley, Aztlán:Advancing the Decolonizing Imperative in Critical Pedagogies Our essay sketches resistant, transnational, and translanguaging traditions of the Rio Grande Valley (RGV), Aztlán and conjugates them with our critical curricular-pedagogical praxis. After an introductory section, we frame our essay between transnational intellectual traditions and critical place-based pedagogies. Following our framings, we provide a brief overview of resistant RGV traditions and render three of the tradition’s books. These books include Américo Paredes’ With his Pistol in his hand, Rolando Hinojosa’s The Valley, and Gloria Anzaldúa’s Borderlands. Each of these works provide key content for critical curricular-pedagogical praxis in our region by providing contextualized critical content. These works provide examples of resistant, transnational, and translanguaging traditions from our region. The analysis of these resources provided in our discussion draws out a trio of historicized bioregional concepts that inform our learning, teaching, and research in the RGV, Aztlán. These analytical concepts include the historicity of decolonial praxis, mestizx conceptualization, and bioregional communality. Finally, in our conclusion, we return to the notion of critical curricular-pedagogical praxis to advance the decolonizing imperative in critical pedagogies.

References Anzaldúa, G. (1987). Borderlands/la frontera. Aunt Lute books.

Amin, S. (2008). The world we wish to see. Akar Books.

Apple, M. (1990). Ideology and curriculum (2nd ed.). Routledge. (Original work published 1979)

Freire, P. (2002). Pedagogy of the oppressed. Continuum. (Original work published 1970)

González, R. (1967). Yo soy Joaquín/I am Joaquín. Bantam.

Gonzalez, R. (1969). El plan espiritual de Aztlán. https://history.msu.edu/hst327/files/2018/05/el-plan-espiritual-de-aztlan.pdf (Retrieved December 2020)

Paraskeva, J. M. (2016). Curriculum epistemicide: Toward an itinerant curriculum theory. Routledge. Paraskeva, J. M. (2020). Curriculum and the generation of utopia. Routledge.

Paredes, A. (1976). Cancionero tejano-mexicano/Texas-Mexican Cancionero. University of Illinois Press.

Valdez, L., & Steiner, S. (1972). Aztlán: An Anthology of Mexican American Literature. Random House Incorporated.

ABSTRACT. Using collaborative autoethnography (Ellis & Bochner, 2000), this study presents our experiences of creating a community of practice (Lave & Wenger, 1991) in an online course on urban education with all white teacher candidates. Through first-person narratives, we, as novice teacher educators, examined moments influential to our practices as teacher educators and unpacked how those moments oriented us to think about how to do teacher education. Our findings suggest that a praxis of vulnerability that engages teacher educators with emancipatory sharing and creates space for critical discussion with teacher candidates is central to learning to be a teacher educator.

ABSTRACT. The purpose of this collection is to bring together approaches (actual or conceptual) to initial and/or ongoing teacher education/preparation curriculum that can be described as holistic (however we understand that). This is a text in curriculum studies but also, of course, a text in teacher education. We asked for chapters that highlight teacher education curricula for a variety of formal and informal contexts not just K-12 education. We also looked for approaches to teacher education curricula that are reconstructionist/reconceptualist in nature. That is, they seek to shift the trajectory of society through teacher education. This panel discussion will explore general themes and specific chapters in the in-press book Holistic Teacher Education: In Search of a Curriculum for Troubled Times to be published by Cambridge Scholars press from the UK.

ABSTRACT. We wonder about negotiations, decisions, and divisions of responsibility dealt with, particularly among women, the marginalized-now-mandatory workers, and the minoritized (Black, Brown, Indigenous, LBGTQ) and disenfranchised shouldering the surreal realities and inequities. We are curious about curricular and pedagogical ecologies and ecosystems educators and learners leverage or cultivate in order to navigate challenges/opportunities. How are educators learning new ways to interact with one another, students, families, and communities amidst multiple pandemics?

ABSTRACT. Join us for a dialogue with Marcos Aguilar, executive director and co-head of school of Anahuacalmecac International University Preparatory of North America.