The formation of a code of ethics for Latina/Chicana scholars: The experience of melding personal lessons into professional ethics

Frontiers

Volumn 20, Issue 1, 1999, Pages 151-160

  Andrade, Rosi ^a   González Le Denmat, Hilda ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033481670     PISSN: 01609009     EISSN: None     Source Type: Journal    
DOI: 10.2307/3346998     Document Type: Article

References (17)

1. Education based on oral tradition is woven throughout every aspect of our culture. It is through storytelling or, as Patricia L. Munhall has coined it, the "science of examples" that we begin to learn "lo que se da por entendido." Thus, moral examples are given in our traditional homes at every turn through storytelling or retellings of lived accounts. For Munhall's concept of "the science of examples," see her Revisioning Phenomenology: Nursing and Health Science Research (New York: National League for Nursing Press, 1994).
2. Rosi Andrade, "Children's Constructive Social Worlds: Existential Lives in the Balance" (Ph.D. diss., University of Arizona, 1994), 35-36. See also Luis C. Moll, "Bilingual Classroom Studies and Community Analysis," Educational Researcher 21:2 (1992): 20-24; Carlos Vélez-Ibáñez and James B. Greenberg, "Formation and Transformation of Funds of Knowledge among U.S.-Mexican Households," Anthropology and Education 23:4 (1992): 313-35; and Luis C. Moll, Carlos Vélez-Ibáñez, and James B. Greenberg, Year One Progress Report. Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction (IARP Subcontract No. L-1, Washington, D.C.: Development Associates, 1989).
3. Rosi Andrade, "Children's Constructive Social Worlds: Existential Lives in the Balance" (Ph.D. diss., University of Arizona, 1994), 35-36. See also Luis C. Moll, "Bilingual Classroom Studies and Community Analysis," Educational Researcher 21:2 (1992): 20-24; Carlos Vélez-Ibáñez and James B. Greenberg, "Formation and Transformation of Funds of Knowledge among U.S.-Mexican Households," Anthropology and Education 23:4 (1992): 313-35; and Luis C. Moll, Carlos Vélez-Ibáñez, and James B. Greenberg, Year One Progress Report. Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction (IARP Subcontract No. L-1, Washington, D.C.: Development Associates, 1989).
4. Rosi Andrade, "Children's Constructive Social Worlds: Existential Lives in the Balance" (Ph.D. diss., University of Arizona, 1994), 35-36. See also Luis C. Moll, "Bilingual Classroom Studies and Community Analysis," Educational Researcher 21:2 (1992): 20-24; Carlos Vélez-Ibáñez and James B. Greenberg, "Formation and Transformation of Funds of Knowledge among U.S.-Mexican Households," Anthropology and Education 23:4 (1992): 313-35; and Luis C. Moll, Carlos Vélez-Ibáñez, and James B. Greenberg, Year One Progress Report. Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction (IARP Subcontract No. L-1, Washington, D.C.: Development Associates, 1989).
5. Rosi Andrade, "Children's Constructive Social Worlds: Existential Lives in the Balance" (Ph.D. diss., University of Arizona, 1994), 35-36. See also Luis C. Moll, "Bilingual Classroom Studies and Community Analysis," Educational Researcher 21:2 (1992): 20-24; Carlos Vélez-Ibáñez and James B. Greenberg, "Formation and Transformation of Funds of Knowledge among U.S.-Mexican Households," Anthropology and Education 23:4 (1992): 313-35; and Luis C. Moll, Carlos Vélez-Ibáñez, and James B. Greenberg, Year One Progress Report. Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction (IARP Subcontract No. L-1, Washington, D.C.: Development Associates, 1989).
6. René Galindo and Mónica Olguin, Reclaiming Bilingual Educators' Cultural Resources: An Autobiographical Approach (Boulder: University of Colorado, unpublished manuscript).
7. See Hilda González Angiulo, "Las Señoras: From Funds of Knowledge to Self-Discovery" (Ph.D. diss., University of Arizona, 1998).
8. Rosa María Gil and Carmen Inoa Vazquez, The María Paradox: How Latinas Can Merge Old World Traditions with New World Self-Esteem (New York: G. P. Putnam's Sons, 1996), 5.
9. A discussion on the process of colonialization is beyond the scope of this article, but the process is one that many other scholars have faced and addressed in their own work.
10. Marcela Serrano, Antigua Vida Mía (México: Aguilar, Altea, Taurus, Alfaguara, S.A. de C.V., 1995), 65.
11. Audrey Kobayashi, "Coloring the Field: Gender, Race, and the Politics of Fieldwork," The Professional Geographer 46 (1994): 73-80, quoted in Monk, "Partial Truths: Feminist Perspectives on Ends and Means," in Understanding Geographical and Environmental Education, ed. Michael Williams (London: Cassell, 1996), 280.
12. Audrey Kobayashi, "Coloring the Field: Gender, Race, and the Politics of Fieldwork," The Professional Geographer 46 (1994): 73-80, quoted in Monk, "Partial Truths: Feminist Perspectives on Ends and Means," in Understanding Geographical and Environmental Education, ed. Michael Williams (London: Cassell, 1996), 280.
13. In contrast, the field of nursing does practice the ethos of caring and, especially at the research level, implicitly touches on the subject of ethics much in the same way we offer here.
14. The books we have read include Angeles Mastretta's Arráncame la Vida, Elena Poniatowska's Hasta No Verte Jesús Mío, Rigoberta Menchú's Me Llamo Rigoberta Menchú y Así Me Nació la Conciencia, and Gil and Vazquez, The María Paradox.
15. The books we have read include Angeles Mastretta's Arráncame la Vida, Elena Poniatowska's Hasta No Verte Jesús Mío, Rigoberta Menchú's Me Llamo Rigoberta Menchú y Así Me Nació la Conciencia, and Gil and Vazquez, The María Paradox.
16. The books we have read include Angeles Mastretta's Arráncame la Vida, Elena Poniatowska's Hasta No Verte Jesús Mío, Rigoberta Menchú's Me Llamo Rigoberta Menchú y Así Me Nació la Conciencia, and Gil and Vazquez, The María Paradox.
17. The books we have read include Angeles Mastretta's Arráncame la Vida, Elena Poniatowska's Hasta No Verte Jesús Mío, Rigoberta Menchú's Me Llamo Rigoberta Menchú y Así Me Nació la Conciencia, and Gil and Vazquez, The María Paradox.