A Question of Being Seen: Xito and Decolonizing in White Colonial Spaces

Abstract

Purpose: The purpose of this qualitative multi-case study presented as counter-narratives is to examine how Xicanx Institute for Teaching and Organizing (XITO) former participants understand and implement the decolonizing professional development indigenous and critical theory precepts in their respective communities which humanizes self and others. Background: Given the demographic reality of urban public schools as majority-minority districts, there exists a sparse yet developing body of literature that underscores indigenous ways of knowing, coupled with critical theory that serves to rehumanize, thus decolonize in-service participants in professional development opportunities. This study aims to address this gap. Methods: The participants having established exemplar Huitzilopochtli Humanizing Project (HHP), were purposefully (purposeful sampling) selected to answer the research questions. Specifically, through a series of two platicas, or friendly interviews, data was collected and analyzed. Emergent themes were identified through descriptive and concept codes that addressed the phenomenon being studied. Findings: The findings presented indicate former XITO participants DPD utilized Indigenous epistemologies to humanize themselves and their communities. Additionally, XITO participants, through critical theory, were politicized by embodying an agentic positioning (praxis) to transform their professional and community spaces. Conclusions: Professional development, which centers humanity while advancing indigenous and critical theory formations, the time has come. Teachers are seeking professional development opportunities that will support rehumanization of self in order to create humanizing spaces for their students.