Deconstructing power, privilege, and silence in the classroom

Radical History Review

Volumn , Issue 102, 2008, Pages 45-62

  Ochoa, Gilda L ^a   Pineda, Daniela ^b  

^a POMONA COLLEGE   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54449087753     PISSN: 01636545     EISSN: None     Source Type: Journal    
DOI: 10.1215/01636545-2008-012     Document Type: Article

References (51)

1. While we are aware of the political nature of ethnic labels and of their shortcomings, we employ the terms most commonly used in the academic setting we are discussing. We define Latina/o as any individual of Latin American descent. The term Chicana/o is used to refer to individuals of Mexican descent who were born in the United States or who migrated to the United States. For a broader discussion, see Adela de la Torre and Beatríz M. Pesquera, Building with Our Hands: New Directions in Chicana Studies (Berkeley: University of California Press, 1993).
2. See Polly Fassinger, "Professors' and Students' Perceptions of Why Students Participate in Class," Teaching Sociology 24 (1995): 25-33;
3. Angela T. Haddad and Leonard Lierberman, "From Student Resistance to Embracing the Sociological Imagination: Unmasking Privilege, Social Conventions, and Racism," Teaching Sociology 30 (2002): 328-41;
4. Betsy Lucal, "Oppression and Privilege: Toward a Relational Conceptualization of Race," Teaching Sociology 24 (1996): 245-55;
5. Margaret L. Hunter and Kimberly D. Nettles, "What about the White Women? Racial Politics in a Women's Studies Classroom," Teaching Sociology 27 (1999): 385-97.
6. Ruth Frankenberg, White Women, Race Matters: The Social Construction of Whiteness (Minneapolis: University of Minnesota Press, 1993).
7. Eduardo Bonilla-Silva, Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States (Lanham, MD: Rowman and Littlefield, 2006).
8. Frankenberg, White Women, Race Matters;
9. Hunter and Nettles, "What about the White Women?";
10. Bonilla-Silva, Racism without Racists.
11. Ira Shor, Empowering Education: Critical Teaching for Social Change (Chicago: University of Chicago Press, 1992).
12. Paulo Freire, Pedagogy of the Oppressed, trans. Myra Bergman Ramos (New York: Seabury, 1970).
13. bell hooks, Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge, 1994), 178.
14. Edén Torres, Chicana without Apology: New Chicana Cultural Studies (New York: Routledge, 2003).
15. hooks, Teaching to Transgress;
16. Cherrie Moraga, Loving in the War Years (Boston: South End, 1983);
17. Robert Granfield, "Making It by Faking It," in Mapping the Social Landscape, ed. Susan J. Ferguson (Mountain View, CA: McGraw-Hill, 2005), 147-61.
18. Freire, Pedagogy of the Oppressed;
19. hooks, Teaching to Transgress;
20. Shor, Empowering Education.
21. Shor, Empowering Education, 15;
22. Daniel G. Solorzano, "Teaching and Social Change: Reflections on a Freirean Approach in a College Classroom," in Latinos and Education: A Critical Reader, ed. Antonia Darder, Rodolfo D. Torres, and Henry Gutiérrez (New York: Routledge, 1997), 351-61;
23. Gilda Laura Ochoa and Enrique C. Ochoa, "Education for Social Transformation: The Intersections of Chicana/o and Latin American Studies and Community Struggles," Latin American Perspectives 31 (2004): 59-80.
24. hooks, Teaching to Transgress;
25. Torres, Chicana without Apology.
26. hooks, Teaching to Transgress.
27. hooks, Teaching to Transgress;
28. American Association of University Women, Shortchanging Girls, Shortchanging America (Washington, DC: American Association of University Women, 1991).
29. hooks, Teaching to Transgress, 43.
30. Angela Ginorio and Michelle Huston, Sí Se Puede! Yes We Can: Latinas in School (Washington, DC: American Association of University Women, 2001), 34;
31. Gilda L. Ochoa, Learning from Latino Teachers (San Francisco: Jossey Bass, 2007).
32. Freire, Pedagogy of the Oppressed;
33. hooks, Teaching to Transgress;
34. Shor, Empowering Education.
35. Hunter and Nettles, "What about the White Women?"
36. C. Wright Mills, The Sociological Imagination (New York: Oxford University Press, 1959).
37. See Patricia Hill Collins, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment (Boston: Unwin Hyman, 1990).
38. Carlos Muñoz Jr., Youth, Identity, Power: The Chicano Movement (New York: Verso, 1989);
39. Norma Alarcón et al., eds., Chicana Critical Issues: Mujeres Activas en Letras y Cambio Social (MALCS) (Oakland: Third Woman Press, 1993);
40. Dolores Delgado Bernal, "Using a Chicana Feminist Epistemology in Education Research," Harvard Educational Review 86 (1998): 552-82.
41. Gilbert Gonzalez, Chicano Education in the Era of Segregation (Philadelphia: Balch Institute Press, 1990).
42. Angela Valenzuela, Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring (Albany: State University of New York Press);
43. Antonia Darder, Rodolfo D. Torres, and Henry Gutiérrez, eds., Latinos and Education: A Critical Reader (New York: Routledge, 1997);
44. Harriett D. Romo and Toni Falbo, eds., Latino High School Graduation: Defying the Odds (Austin: University of Texas Press, 1996);
45. Jeannie Oakes, Keeping Track: How Schools Structure Inequality (New Haven, CT: Yale University Press, 1985).
46. Lourdes Diaz Soto, Language, Culture, and Power: Bilingual Families and the Struggle for Quality Education (Albany: State University of New York Press, 1997).
47. Shor, Empowering Education.
48. Gonzalez, Chicano Education.
49. Delgado Bernal, "Using a Chicana Feminist Epistemology," 563.
50. Collins, Black Feminist Thought.
51. See also Delgado Bernal, "Using a Chicana Feminist Epistemology."