ABSTRACT

This manuscript examines the ways that a Queer Chicana teacher’s multiple identities and perceptions of race, gender, and sexuality shape her efforts to disrupt colonial models of education in the United States. Through a self-narrativization research design, the authors explore three essential dimensions of educational expectations (dispositional, ethical, and pedagogical) and illuminate concrete examples underpinning the concept of borderland pedagogy and the ways the teacher’s Queer and Chicana identities served as a source of strength to redefine the classroom. In doing so, this work has implications for educators to reexamine social justice dispositions and the ethical practice of classroom expectations of diverse students.

摘要

这份手稿考察了奇卡纳酷儿教师的多重身份以及对种族、性别和性取向的看法如何影响她破坏美国殖民教育模式的努力。通过自我叙述的研究设计，作者探讨了教育期望的三个基本维度（性格、道德和教学），并阐明了支持边界教育学概念的具体例子，以及教师的酷儿和奇卡纳身份作为力量来源的方式重新定义课堂。在这样做的过程中，这项工作对教育工作者重新审视社会正义倾向和不同学生课堂期望的道德实践具有重要意义。