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Chicana/Latina Education in Everyday Life: Feminista Perspectives on Pedagogy And Epistemology


reviewed by Terri Patchen ó June 11, 2007

coverTitle: Chicana/Latina Education in Everyday Life: Feminista Perspectives on Pedagogy And Epistemology
Author(s): Dolores Delgado Bernal, C. Alejandra Elenes, Francisca E. Godinez, and Sofia Villenas
Publisher: State University of New York Press, Albany
ISBN: 0791468062 , Pages: 292, Year: 2006
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The groundbreaking scholarship of Gloria Anzaldúa is the inspiration for much of the work featured in the edited volume, Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology, and she more than merits the attention. Cited in all but two of the sixteen included chapters, Anzaldúa’s innovative focus on “borderlands” and mestiza consciousness provides the conceptual framework for the majority of this collection's examinations of the educative processes at work in the lives of Chicanas/Latinas. The collection is divided into four sections, each edited by a different scholar: “Youth Bodies and Emerging Subjectivities” (Francisca Godinez); “Mujeres in College: Negotiating Identities and Challenging Educational Norms” (Dolores Delgado Bernal); “Mature Latina Adults and Mothers: Pedagogies of Wholeness and Resilience” (Sofia Villenas); “Borderlands, Pedagogies, and Epistemologies” (C. Alejandra Elenes). Taken as a whole the book constitutes a free-flowing examination of the do's and don’ts of instrumentalizing Anzaldúa’s work. Establishing the space for... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: June 11, 2007
http://www.tcrecord.org ID Number: 14520, Date Accessed: 10/16/2017 10:02:31 PM

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About the Author
  • Terri Patchen
    California State University
    E-mail Author
    TERRI PATCHEN is an Assistant Professor in the Department of Elementary and Bilingual Education at California State University, Fullerton. Her study, Engendering participation, deliberating dependence: Inner city adolescentsí perceptions on classroom practice appeared in Teachers College Record, October 2006. She is currently examining classroom participation as a form of social capital for Latina/os, and the role of cultural diversity in science education.
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