Fostering Inclusivity
Impacts of Migration and Identity Shaping through Song Narratives View Digital Media
Paper Presentation in a Themed Session Angelica Loreto
The Mexican corrido (ballad) has had a long connection to the lived experiences of working poor Mexicans on both sides of the “so-called” Mexican-US borderlands. The corrido has its roots as a representation of cultural resistance to oppression. This music attests to historical resistance in Mexico by the poor rural proletariat against centralist oppressive forces that would terrorize the country side (Herrera-Slobek, 1979). Paredes (1963) supports this by stating that corridos that emerged along the Rio Bravo Valley in Tejas, and spoke of resistance by Mejicanas/os against the atrocities committed against them by the Texas Rangers. The contemporary narco-corrido has been a subject of controversy in regards to the content of this music. Corridos can be in relation to a tragedy or an event that is preserved through the telling of an oral history through music. This particular kind of music is usually listened to by the working poor of Mexico, and serves as a testimonio to their lived experiences. This paper 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 belonging where language, culture and identity are accepted by looking at the following questions 1. Do corridos connect to the realities and experiences of students in the borderlands? 2. Do corridos assist in the preservation of language and culture?
The Erosion of Identity: The Impacts of Racial Microaggressions on African American Public School Administrators View Digital Media
Paper Presentation in a Themed Session Ray Lavan
This study delves into the intricate and often overlooked realm of racial microaggressions and their profound impacts on African American public school administrators. As stewards of education, these individuals hold significant roles in shaping their institutions' academic and socio-cultural landscape. However, their experiences are frequently marred by subtle yet pervasive forms of discrimination that erode their sense of identity and hinder their professional efficacy. Drawing from extensive research and real-life anecdotes, this research unpacks the nuanced manifestations of racial microaggressions within educational settings. It explores how seemingly innocuous comments, behaviors, and institutional structures perpetuate racial biases and contribute to the marginalization of African American administrators. By shedding light on these covert forms of discrimination, we aim to foster a deeper understanding of the complex interplay between race, power, and identity in the educational sphere. Furthermore, this study delves into the profound psychological and emotional toll of navigating racial microaggressions on a daily basis. From feelings of isolation and imposter syndrome to heightened stress and burnout, the cumulative effects of these experiences can have far-reaching consequences on the well-being and retention of African American administrators. Ultimately, this paper seeks to ignite critical conversations and prompt actionable steps toward creating more inclusive and equitable educational environments. By acknowledging and addressing the insidious nature of racial microaggressions, we can strive towards fostering a culture of respect, belonging, and empowerment for all members of the educational community.
