Critical Pedagogy, Testimonio and Intersectionality: A Dialogical & Cross-Generational Examination of Latinx Critical Consciousness across the Lifespan
AuthorGomez, Rachel Flambures
CRITICAL RACE THEORY
AdvisorRomero, Andrea J.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractSociopolitical development (SPD), which is defined as the process by which individuals acquire and development the knowledge and skills necessary to analyze and interpret oppressive systems— including the emotional aptitude and agency to resist these oppressive systems, is routinely neglected in scholarship and policy on youth development. There has been an exponential increase in attention to civic engagement and participation of young people in recent years, however, much of the literature focusses on the maintenance of social and political institutions and does not center on social justice. There is a need for more research with a social justice lens to examine how sociopolitical behaviors are developed. This research has the potential to offer new insights and develop new measures to inform future research on sociopolitical development. Guided by an intersectional, social justice centered approach, the three studies in this dissertation examined the ways in which sociopolitical development, and specifically, critical consciousness (Freire, 2000) is surfaced in people of color. In order to interrogate the nuanced differences in CC development, my study approach examined this human development across lifespan and included multiple generations – from youth, to college-aged adolescents, and to elders in my three studies. I examined this continuous developmental process for each group, throughout life, and based on their contextual interactions with social structures and the world around them. The first study examined how an educational process based on critical pedagogy and critical race theory informed SPD, and specifically, the critical consciousness and identity of Mexican American high school students in a college classroom. The relationship between critical pedagogical practices and critical consciousness development were examined. Findings indicate that social justice centered, critical pedagogical practice predicts critical consciousness in Mexican American youth. The second study investigated the ways in which multiple identities simultaneously and mutually effect college students’ critical consciousness developmental process, and therefore their SPD. With careful inspection of the link between critical reflection and action, this study probed factors of race/ethnicity, first generation student status, class, gender, definitions of civic engagement, and how they may link together. Findings signal that profiles of social analysis predict civic behaviors and that the ways in which non-hetero-normative young people of color exhibit their SPD and define civic engagement is more robust, and pushes beyond current categorical measures of SPD, as well as definitions of what traditionally counts as civic engagement. The third study, through methodology of testimonio, examined how critical consciousness developed among a group of Latinx and African American women who are already social justice leaders, as well as examined how social justice worldview and social identities may be associated. Through their personal and collective location of community, and vindication in their self-validation, each of the women’s critical consciousness, and thus, perceived agency in positive change-making praxis, was cultivated through continued acts of radical love and unwavering sites of critical hope. Overall, findings provide evidence that critical consciousness is developed in a multitude of fluctuating ways over one’s human developmental stages. It is influenced by social justice centered critical pedagogy, and that one’s critical consciousness development, and therefore sociopolitical development, is surfaced and defined in ways that develop through unique and collective intersectional experiences. The implications of these findings suggest that the study of human development, specifically one’s sociopolitical development, must be guided by an intersectional methodological approach to capture the nuanced reflexive and dialectical relationships between the developing person and ecological and social systems.
Degree ProgramGraduate College
Mexican American Studies
Degree GrantorUniversity of Arizona
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Figuring woman (out): Feminine subjectivity in the poetry of Emily Dickinson, Marianne Moore, and H.D.Babcock, Barbara; Hogue, Cynthia Anne.; O'Donnell, Patrick; Nathanson, Tenney (The University of Arizona., 1990)Historically, women have not been "speaking subjects" but "spoken objects" in Western culture--the ground on which male-dominated constructions have been erected. In literature, women have been conventionally held as the silent and silenced other. Lyric poetry especially has idealized not only the entrenched figures of masculine subject/feminine object, but poetry itself as the site of prophecy, vision, Truth. Most dramatically in lyric poetry then, the issue of women as subjects has been collapsed into Woman as object, that figure who has been the sacrifice necessary for the production of lyric "song" and the consolidation of the unified masculine voice. It has thus been difficult for women poets to take up the position of speaking subject, most particularly because of women's problematic relationship to Woman. Recent feminist theorists have explored female subjectivity, how women put into hegemonic discourse "a possible operation of the feminine." This dissertation analyzes that possibility in poetry as exemplified in the works of Emily Dickinson, Marianne Moore, and H.D. I contend that these paradigmatic American poets constitute speaking subjects in their poetry that both figure Woman conventionally and reconfigure it, i.e. subvert the stability of those representations, thereby disturbing our view. I argue that this double identification produces, in effect, a divided or split subjectivity that is enabling for the female speaker. As an alternative to the traditionally specularized figure of Woman then, such a position opens up distinctly counter-hegemonic spaces in which to constitute the female subject, rendering problematic readerly consumption of the image of Woman as a totality. I explore the attempts to represent women's difference differently--the tenuous accession to, rejection of, or play with the lyric "I" in these poets' works. Dickinson, Moore, and H.D. reconfigure Woman and inscribe female speakers as grammatically and rhetorically, but not necessarily visually, present, thereby frustrating patriarchal economies of mastery and possession.
EPISTEMOLOGICAL MODELS SHARED BY AMERICAN PROJECTIVIST POETRY AND QUANTUM PHYSICS.O'Donnell, Patrick; CARTER, STEVEN MICHAEL.; O'Donnell, Patrick; Robinson, Cecil (The University of Arizona., 1985)The American Projectivist verse of Jack Spicer, Charles Olson, and Robert Duncan contains within its poetics many epistemological assumptions shared by quantum physics. These assumptions exist in three broad categories: perception, process, and wholeness. In physics, the epistemology of perception has been profoundly altered by the Heisenberg Uncertainty Relation, which creates a symbiotic relationship between the observer and the observed. At least one photon of light is necessary to observe an electron; one photon is sufficient to alter the electron's momentum or position; therefore, a physicist affects an electron's "fate" in the act of observing it. Similarly, in Projectivist poetics, the perceptions of the reader are often enlisted to help "compose" the poem which is offered to him in "pieces," or, as in Robert Duncan's poetry especially, in self-reflexive segments. By "self-reflexive," we further mean that the Projectivist poem often "mirrors itself" as an electron "mirrors itself" as wave or as particle, while it is paradoxically both. A Projectivist poem may pause halfway through and "unravel" itself, i.e., study its own etymology. The reader thus must participate in "putting the poem back together," as the physicist participates in the phenomena he observes. The second epistemological model in physics and poetry stresses becoming, rather than being. Matter at the subatomic level has been defined as energy-in-flux. Similarly, the Projectivist poems of Charles Olson especially often exist as "fields" with no syntactical beginnings or endings. Moreover, the "I" of the Maximus Poems is often seen in a perpetual process of becoming the world of spacetime in the poems, creating a system similar to the being-and-becoming model of particle-and-field in quantum mechanics. Third, wholeness is a premise governing poetry and physics separately and together. Jack Spicer's thematics blend matter and consciousness, as "love and death matter/Matter as wave and particle." Similarly, Robert Duncan's poetics describes a "dancing organization between personal and cosmic identity." In physics, wholeness is seen primarily in an "implicate order" which attempts to overturn the old paradigms of fragmentation and connect matter and consciousness, including language, as interrelated systems of information.