Book Chapters by Yesenia Velásquez
W. Pink & G. Noblit (Eds.) Second International Handbook on Urban Education, 2017
As a Chicana from south central Los Angeles, as a daughter of Mexican immigrants, a queer Mestizo... more As a Chicana from south central Los Angeles, as a daughter of Mexican immigrants, a queer Mestizo ni de aquí ni de allá, and an indígena scholar, we do not merely
read about education as it happens to Chicanas/Latinas. We are telling and retelling how schooling and education has impacted us as Chicanas, Latinas, a Mestizo, and
an indígena. Schooling and education are not the same phenomenon just as education and educación are false cognates of the other (see Urrieta and Villanes 2013;
Bernal et al. 2006; Valenzuela 1999). We come from a tradition of educación that speaks to loving, healing and critical pedagogies that honor the voice of our sisters,
mothers, tías, abuelas, partners, daughters, and activists who pave the way for us to continue this legacy (Delgado Bernal et al. 2006). Educación has impacted how we
have come to understand family, friends, communities, aspirations, and understandings of the world (Urrieta 2010; Valenzuela 1999). We have acquired language and tools that have helped name and understand the manifestations of oppression. Our schools are known to “fail” and to have children who are failed by a system, so why are we here?
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Book Chapters by Yesenia Velásquez
read about education as it happens to Chicanas/Latinas. We are telling and retelling how schooling and education has impacted us as Chicanas, Latinas, a Mestizo, and
an indígena. Schooling and education are not the same phenomenon just as education and educación are false cognates of the other (see Urrieta and Villanes 2013;
Bernal et al. 2006; Valenzuela 1999). We come from a tradition of educación that speaks to loving, healing and critical pedagogies that honor the voice of our sisters,
mothers, tías, abuelas, partners, daughters, and activists who pave the way for us to continue this legacy (Delgado Bernal et al. 2006). Educación has impacted how we
have come to understand family, friends, communities, aspirations, and understandings of the world (Urrieta 2010; Valenzuela 1999). We have acquired language and tools that have helped name and understand the manifestations of oppression. Our schools are known to “fail” and to have children who are failed by a system, so why are we here?
read about education as it happens to Chicanas/Latinas. We are telling and retelling how schooling and education has impacted us as Chicanas, Latinas, a Mestizo, and
an indígena. Schooling and education are not the same phenomenon just as education and educación are false cognates of the other (see Urrieta and Villanes 2013;
Bernal et al. 2006; Valenzuela 1999). We come from a tradition of educación that speaks to loving, healing and critical pedagogies that honor the voice of our sisters,
mothers, tías, abuelas, partners, daughters, and activists who pave the way for us to continue this legacy (Delgado Bernal et al. 2006). Educación has impacted how we
have come to understand family, friends, communities, aspirations, and understandings of the world (Urrieta 2010; Valenzuela 1999). We have acquired language and tools that have helped name and understand the manifestations of oppression. Our schools are known to “fail” and to have children who are failed by a system, so why are we here?