Abstract
This study explores the benefits of using oral storytelling in Ethnic Studies classes as a methodology for self-reflection for student empowerment in providing a sense of place where language, culture and identity are accepted. By utilizing secondary research I focus on the ban on multicultural teaching in Arizona while presenting a biased and targeted attack on the Chicano community. This work suggests that macroaggressions and obvious targeting are consistent to the historical traumas of these communities in and out of the education system. Thus, I call for a furthering of place-based pedagogy/teaching that utilizes corridos showing how cultural hegemony expression has been revoked by these tyrant attacks and accepted by mainstream society.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Ethnic Studies, Identity, Ban, Cultural Expression, Language, Community
