Table Of ContentDesigning Critical and Creative Learning with
Indigenous Youth
Bold Visions in Educational Research
Volume 51
Series Editors:
Kenneth Tobin, The Graduate Center, City University of New York, USA
Carolyne Ali-Khan, College of Education & Human Services, University of North Florida, USA
Co-founding Editor:
Joe Kincheloe (with Kenneth Tobin)
Editorial Board:
Barry Down, School of Education, Murdoch University, Australia
Daniel L. Dinsmore, University of North Florida, USA
Gene Fellner, College of Staten Island, City University of New York, USA
L. Earle Reybold, College of Education and Human Development,
George Mason University, USA
Stephen Ritchie, School of Education, Murdoch University, Australia
Scope:
Bold Visions in Educational Research is international in scope and includes books from two
areas: teaching and learning to teach and research methods in education. Each area contains
multi-authored handbooks of approximately 200,000 words and monographs (authored and
edited collections) of approximately 130,000 words. All books are scholarly, written to engage
specified readers and catalyze changes in policies and practices. Defining characteristics of books
in the series are their explicit uses of theory and associated methodologies to address important
problems. We invite books from across a theoretical and methodological spectrum from scholars
employing quantitative, statistical, experimental, ethnographic, semiotic, hermeneutic, historical,
ethnomethodological, phenomenological, case studies, action, cultural studies, content analysis,
rhetorical, deconstructive, critical, literary, aesthetic and other research methods.
Books on teaching and learning to teach focus on any of the curriculum areas (e.g., literacy, science,
mathematics, social science), in and out of school settings, and points along the age continuum (pre
K to adult). The purpose of books on research methods in education is not to present generalized
and abstract procedures but to show how research is undertaken, highlighting the particulars that
pertain to a study. Each book brings to the foreground those details that must be considered at every
step on the way to doing a good study. The goal is not to show how generalizable methods are but to
present rich descriptions to show how research is enacted. The books focus on methodology, within
a context of substantive results so that methods, theory, and the processes leading to empirical
analyses and outcomes are juxtaposed. In this way method is not reified, but is explored within
well-described contexts and the emergent research outcomes. Three illustrative examples of books
are those that allow proponents of particular perspectives to interact and debate, comprehensive
handbooks where leading scholars explore particular genres of inquiry in detail, and introductory
texts to particular educational research methods/issues of interest to novice researchers.
Designing Critical and Creative Learning with
Indigenous Youth
A Personal Journey
Donna DeGennaro
Founder and Director of Unlocking Silent Histories, Austin, Texas, USA
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-305-6 (paperback)
ISBN: 978-94-6300-306-3 (hardback)
ISBN: 978-94-6300-307-0 (e-book)
Published by: Sense Publishers,
P.O. Box 21858,
3001 AW Rotterdam,
The Netherlands
https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
Printed on acid-free paper
All Rights Reserved © 2016 Sense Publishers
No part of this work may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, microfilming,
recording or otherwise, without written permission from the Publisher, with the
exception of any material supplied specifically for the purpose of being entered and
executed on a computer system, for exclusive use by the purchaser of the work.
TABLE oF ConTEnTS
Chapter 1: Situating Struggle, an Academic Journey 1
Journey to My PhD 2
Changed Worldview 5
Tending toward My Leap 7
Chapter 2: Founding Unlocking Silent Histories 11
Focusing on Media 11
Finding the Space and Place 12
Introducing Unlocking Silent Histories 15
Defining Unlocking Silent Histories 17
Maya Traditions Foundation: A Formalized Partnership 22
Setting the Stage 24
Chapter 3: Theoretical Foundations 27
Who Am I Anyway, What Gives Me the Right? 27
Situating Myself as a Researcher 29
Grounding Unlocking Silent Histories in Theory 30
Chapter 4: Situating Guatemala and Our Initial Communities:
Chirijox and San Juan La Laguna 39
Maya Civilizations 41
The Spanish Conquest 41
The Religious Influence 42
A Line of Dictators 44
The 36-year Internal Conflict 46
Maya Today 48
Our Initial Communities 49
Looking Forward 54
Chapter 5: Carmen Tzoc Portillo, 17 Chirijox, Nahualá:
“La Naturaleza” [Nature] 61
Connecting with Local Knowledge and Voice as Central to Learning 61
Introducing Carmen 62
Engaging in the USH Philosophy 66
Traversing “Compliance” and “Agency” 70
v
Table of ConTenTs
Discovering Focus, Knowledge, and Voice 73
Developing Voice 77
Embracing the Local Knowledge and Voice 80
Chapter 6 : Emilio Tzoc Portillo, 13 Chirijox, Nahualá:
“Alcoholismo” [Alcoholism] 87
Youth Have the Capacity to Direct Their Own Learning and Author
Their Own Stories 87
Introducing Emilio 88
Implementation Challenges 89
Dangerous Line 91
Visualizing the Story 93
Keeping Emilio Inspired 96
Youth Directed Learning and Authored Stories 99
Chapter 7: Catalina Naccasia, 13 and Fabiola Tambriz, 14 Chirijox, Nahualá:
“Ovejas y Tejidos” [Sheep and Weaving] 107
Community Connected Themes Encourage Critical and
Creative Expression 107
Introducing Catalina and Fabiola 108
Working in Community 110
Planning Community Representations 114
Capturing the Community Surroundings 118
Finding Their Story 120
Community Connected Themes for Critical and Creative Expression 124
Chapter 8: Jose Maria Perez Vasquez (Chema, Chino),
17 San Juan La Laguna: “Mujeres Luchadoras” [Fighting Women] 133
The Agency of Youth to Shape Their Own Social Environment 133
Introducing Chema 134
In the Center and Co-Construction of Learning 136
Toward Developing His Future 143
Asserting Agency to Create One’s Social Environments 144
Chapter 9: Norma Mendoza, 18 San Juan La Laguna “Temascales”:
[Maya Saunas] 151
Using Video to Capture the Language and Cultural Knowledge
of Indigenous Youth 151
Introducing Norma 152
“Choosing” a Language 154
vi
Table of ConTenTs
Knowledge-Language Attachment 158
Embracing the Tenent of Capturing Language and Culture 162
Chapter 10: Carlos Agustin Vasquez Mendoza (Tín), 18
San Juan La Laguna “Exito”: The Use of Analytical Tools
to Assist in Dissecting Social, Cultural, and Political Realities 169
Introducing Carlos 170
Setting the Foundation for Profound Exploration 173
Developing Critical Inquiry 177
Teasing out Critical Consciousness 180
Visible Meaning and Masked Growth 183
Ongoing Fostering Critical Inquiry 188
Chapter 11: Owning Unlocking Silent Histories Becoming
Teacher|Leader: The Development of Internal Expertise
(Co-written with Jenn Miller Scarnato) 197
Co-Constructing Our Conception of Youth Leaders 199
Our Three Youth Leaders 202
How the Leaders Are Defining the Future of USH 211
Chapter 12: Looking Back, Looking Forward 215
Reflecting on My Leave 215
Achieving New Learning Models 217
Employing Critical Pedagogy: From the Voices of Youth 221
On Continually Becoming 224
In Closing 228
vii
CHAPTER 1
SITuATInG STRuGGLE, An ACADEmIC JouRnEY
Academic journeys are often fraught with internal struggles. My personal struggle
relates to the enduring outside perception that scholarly work sits in isolation from
the “real” world. My education taught me not to stand outside, separate, or over
others, but rather to work with them. In doing so, we gain perspectives and see
new possibilities. The concept of marrying the Ivory Tower with the practical world
was solidified more profoundly on the day of my graduation from the University
of Pennsylvania. On that cool windy day, U2’s front man Bono addressed our class
reminding us of our civic responsibility in obtaining our newly minted degrees.
“Because we can, we must. … go forth and build something with it [your degree].”
His words echoed the sentiments of nearly all my conversations with my doctoral
student peers. These discussions continually centered on our desire to resolve the
tension between theory and practice, especially given that our doctoral program
emphasized social justice and cultivating agency along side underserved and under-
voiced communities. Creating new knowledge is only a start; using this knowledge
for social change is truly the core of our work. In terms of “schooling”, this meant
generating educational inclusion and equality. However, employing this vision
would continuously meet seemingly impenetrable walls. This minority culture of
considering education as liberating and emancipating endeavor is continuously
challenged by entrenched and unwavering historical systems and structures that
perpetuate education as something utilitarian.
It may seem unexpected to open this book with an image that exudes negativity. I
assure you, however, that beginning this way is not meant to be pessimistic. Struggles
certainly can be seen as inhibitors of our future, but they can also be generators of
possibilities. Taking the words of the youth with whom I now work, holding true to
these laudable goals “no es fácil, tampoco es imposible [is not easy, but neither is it
impossible]” (Ana, Chuacruz, Respetar). Learning with these youth, I am reminded
that struggles are not meant to be detrimental. Rather they motivate growth, visions,
reflections and most of all enable us to become agents of our own lives. In light of
this, I invite you to consider this term as something cathartic and invigorating. In
fact, from this point forward, I will interchange the word “struggle” for its Spanish
counterpart: “luchar”. The significance of this word, for me, takes on a positive
interpretation, used to emulate the “fight” to achieve something. A simple change of
the word reorients the emotions felt in my experience from a drowning desperation,
to ascending contentment.
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