Embedded Files
Student Learning Goals and Objectives:
Student Learning Goals and Objectives:
By the end of this cycle, students will be able to:
Define the concepts of culture, heritage, and tradition
Discuss the role of passive resistance to colonial-imperial-racist structures in disrupting assimilation while preserving heritage
Identify Mesoamerican literacy practices as alternative literacies encompassing images, text, performance, and community that reflect the concepts of duality, balance, humility, connection/relationality, and community that are core to the Mesoamerican ethos
Discuss the enduring effects of deficit narratives on Mexican American educational experiences
Discuss educación as the transmission of values through behaviors learned from family as explored in the Huehuetlahtolli
Conduct interviews as a means to understand folk wisdom (via dichos) as representative of social contexts
Distinguish between educación (asset-based) and schooling (deficit-based)
Identify effects of subtractive schooling and community cultural wealth in their own educational experiences
Compose an autoethnography
Foundational Texts
Foundational Texts
The following texts are used in this cycle to guide students toward achievement of the above-mentioned goals:
José Antonio Burciaga, "Passive Resistance" from Drink Cultura
Miguel León Portilla, "General Introduction" from In the Language of Kings
Stolen Education (documentary)
Chapters 17-19 of the Florentine Codex, Book 6 (aka Huehuetlahtolli)
Chicano!: Taking Back the Schools (documentary)
Study Questions
Study Questions
Study questions are used as a basis for discussion. These questions are provided to students in advance of the reading, and they are encouraged to answer at least one question prior to the class discussion for the day. Providing discussion questions allows students to reflect on the connections between the foundational texts and their own lives and experiences while also providing an opportunity to practice how to prepare for an academic discussion or civic engagement around a particular issue.
Study Questions for Cycle 1 can be found here.
Reflective Journal Prompts
Reflective Journal Prompts
Reflective journals for each foundational text or set of readings allow students to connect their own prior knowledge and experiences to the skills and concepts introduced in the course materials and discussions. Each reflective journal provides an opportunity for students to connect and apply what they have learned to their own lives and experiences.
Reflective Journal Prompts for Cycle 1 can be found here.
End-of-Cycle Project: Educational Autoethnography
End-of-Cycle Project: Educational Autoethnography
See GoogleDoc below and/or open in a new tab.
Page updated
Report abuse