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Knowledge(s) and practices of social...

Garcia, Graciela G.

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Knowledge(s) and practices of social justice as understood and enacted by Chicana activists: Implications for curriculum and multicultural education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Knowledge(s) and practices of social justice as understood and enacted by Chicana activists: Implications for curriculum and multicultural education./
作者:	Garcia, Graciela G.
面頁冊數:	265 p.
附註:	Adviser: Elizabeth J. Cahill.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3220469
ISBN:	9780542714528

Knowledge(s) and practices of social justice as understood and enacted by Chicana activists: Implications for curriculum and multicultural education.
Garcia, Graciela G.

Knowledge(s) and practices of social justice as understood and enacted by Chicana activists: Implications for curriculum and multicultural education. - 265 p.

Adviser: Elizabeth J. Cahill.

Thesis (Ph.D.)--New Mexico State University, 2006.

The literatures in multicultural education and curriculum have not reflected a Chicana perspective on social justice and the enactment of its practices. Consequently, their way(s) of knowing have not become a part of the broader epistemological foundations of multicultural education and curriculum theory. The purpose of this qualitative study was to explore notions of social justice and its practices as linked to the voices of Chicana community activists who labor and struggle for justice every day.

ISBN: 9780542714528Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Knowledge(s) and practices of social justice as understood and enacted by Chicana activists: Implications for curriculum and multicultural education.
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245 1 0 $a Knowledge(s) and practices of social justice as understood and enacted by Chicana activists: Implications for curriculum and multicultural education.
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500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1621.
502 $a Thesis (Ph.D.)--New Mexico State University, 2006.
520 $a The literatures in multicultural education and curriculum have not reflected a Chicana perspective on social justice and the enactment of its practices. Consequently, their way(s) of knowing have not become a part of the broader epistemological foundations of multicultural education and curriculum theory. The purpose of this qualitative study was to explore notions of social justice and its practices as linked to the voices of Chicana community activists who labor and struggle for justice every day.
520 $a Utilizing a qualitative feminist research design, this study examined the ways in which Chicanas' understanding(s) and enactments of social justice extended the ways in which social justice is conceptualized within the educational literature. The study also explored what new possibilities this knowledge offers to the multicultural education and curriculum community. Information was gathered utilizing life histories, in-depth interviewing, shadowing/observation experiences, field notes, and reflection journal data. Analysis of the data was completed by means of feminist research in general and Chicana feminist thought in specific. Three major themes were identified as being critical to the understanding and practice of social justice. Findings are reported in descriptive and interpretive formats using Chela Sandoval's Methodology of the Oppressed as a framework for interpretation. Implications of the study and recommendations to the field of multicultural education, curriculum, and teacher education programs are made.
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