ABSTRACT

Our essay sketches resistant, transnational, and translanguaging traditions of the Rio Grande Valley (RGV), Aztlán and conjugates them with our critical curricular-pedagogical praxis. After an introductory section, we frame our essay between transnational intellectual traditions and critical place-based pedagogies. Following our framings, we provide a brief overview of resistant RGV traditions and render three of the tradition’s books. Our discussion draws out a trio of historicized bioregional concepts that inform our learning, teaching, and research in the RGV. Finally, in our conclusion, we return to the notion of critical curricular-pedagogical praxis to advance the decolonizing imperative in critical pedagogies.

摘要

我们的文章勾勒了阿兹特兰里奥格兰德河谷 (RGV) 的抗拒、跨国和跨语言传统，并将它们与我们批判性的课程教学实践结合起来。在介绍部分之后，我们在跨国知识传统和基于地方的批判性教学法之间构建了我们的文章。按照我们的框架，我们提供了抗性 RGV 传统的简要概述，并呈现了三本传统的书籍。我们的讨论引出了三个历史化的生物区域概念，这些概念为我们在 RGV 的学习、教学和研究提供了信息。最后，在我们的结论中，我们回到批判性课程教学实践的概念，以推进批判性教学法中的非殖民化势在必行。