ABSTRACT. This presentation explores muxerista rhizomes as an undisciplined ethnographic methodology grounded in arts-based placemaking. Through altars, storytelling, and visual counter-mapping, mujeres in a U.S. Midwestern city transform community spaces into sites of cultural memory, resistance, and intergenerational learning, offering decolonial pedagogies rooted in Chicana feminist and transfronterizx epistemologies.

ABSTRACT. This paper situates zines and zine-making as a pedagogical potential for graduate seminars. Through Muxerista pedagogies and Nepantla theories, the authors describe the process of zine-making using a plática-based methodology.

ABSTRACT. This paper uses curricular standpoint theory and counterstorytelling to examine how raciolinguistic ideologies shape the schooling experiences of transnational youth in Mexico. Centering mestizaje and personal reflexivity, it critiques hegemonic language norms and highlights how transnational students resist colonial frameworks through translanguaging and multilingual practices.

ABSTRACT. Service-learning is considered a high-impact educational practice yet more scholarship is needed to understand potential benefits and challenges for Latinx undergraduate students. This paper contributes to this need by examining the role of critical service-learning for Latinx and non-Latinx undergraduate students during a period of heightened political nativism in the United States.

ABSTRACT. This presentation invokes Tzonteti by considering study abroad education as a place of resistance. Research shows that students bring ingrained ethnocentric perspectives to their study abroad programs creating the need for intervention in cultural learning. This research study reports findings on the student learning arc through a place-based pedagogical framework.

ABSTRACT. This presentation explores how Mexican American boys navigate dehumanizing white-stream educational systems through everyday acts of resistance that assert their right to exist fully and humanely. In many school contexts, their defiance is misinterpreted as deviance, reinforcing their exclusion and justifying disciplinary or exclusionary responses. These misreadings contribute to a broader system that denies their complexity, dignity, and full personhood.

Rather than viewing these boys as passive recipients of systemic harm, this presentation highlights how they embody tzonteti a stubborn, defiant will to exist in the face of institutional neglect. Their everyday resistance challenges the structures that seek to erase or discipline them and instead offers powerful critiques of schooling as it is currently practiced.

This proposal invites dialogue on the lived experiences and resilience of Mexican American boys. It calls on educators, researchers, and community practitioners to reframe their resistance as expressions of agency, pointing toward new models of education grounded in justice, belonging, and radical possibility.

ABSTRACT. This panel will discuss the evolution of the Apartheid Heritages project founded by the late Ángel David Nieves, along with the political, ethical, and decolonial underpinnings of the project at a moment in which the history of apartheid in South Africa has lots to teach us about this current moment.

ABSTRACT. Este panel presenta a docentes en servicio que compartirán narrativas del aula, reflexiones y aprendizajes adquiridos a través de un curso anual de desarrollo profesional centrado en la pedagogía cultural y lingüísticamente receptiva (CLRP, por sus siglas en inglés). L@s participantes presentarán investigaciones docentes, observaciones entre pares y conocimientos prácticos desarrollados en el marco del curso, abogando por más oportunidades de formación continua enfocadas en la CLRP, tanto a nivel local como global.

ABSTRACT. En el marco de este congreso internacional, se presenta un análisis contextualizado de los fenómenos migratorios contemporáneos con epicentro en la región de San Luis Potosí, México. Aunque carente de una frontera internacional limítrofe, este territorio exhibe una profunda condición fronteriza en sus entramados sociales, dinámicas afectivas y configuraciones políticas. Durante el semestre comprendido entre diciembre de 2024 y mayo de 2025, el estado se ha consolidado como un espacio nodal de tránsito y, en ciertos aspectos, de contención migratoria, constituyéndose en un laboratorio inadvertido donde se despliegan complejas interacciones intergrupales, se ejerce violencia institucional y, simultáneamente, se gestan formas de resistencia comunitaria.

Este estudio integra marcos teóricos propios de la psicología social con los resultados empíricos derivados de recientes investigaciones a nivel regional. Su eje central articula dos perspectivas complementarias: la criminología crítica, con énfasis en la victimización y criminalización de la población migrante, desde la óptica de la Dra. Carla Monroy Ojeda; y, la interseccionalidad y el acompañamiento psicosocial, informados por la praxis clínica y comunitaria del Dr. Fernando Lapuente García.

El propósito primordial es desarticular las concepciones convencionales de frontera, arrojar luz sobre los desafíos psicosociales inherentes a las travesías migratorias y esbozar posibles vías para una intervención más humanizada y efectiva.

ABSTRACT. This study aims to explore how violence and migration influence the professional experiences of teachers working in two culturally distinct border regions: Tabasco, Mexico and Texas, U.S. The study is grounded in Bronfenbrenner’s ecological systems theory (1977), drawing on semi-structured interviews with four Tabasco teachers and four Texas teachers.

ABSTRACT. Se ha planteado la necesidad que los currículos educativos se orienten hacia una educación global, orientada a promover la comprensión de la diversidad cultural, la conciencia de los desafíos globales, el desarrollo de habilidades para colaborar y solucionar problemas comunes, bajo este marco se analiza el modelo educativo de México

ABSTRACT. In this presentation, authors explore how kitchen practices are at the heart of family traditions. It is a sacred space where love, memory, and cultural heritage intertwine to shape identity and belonging. Blending storytelling, ancestral knowledge, and critical reflection we explore kitchen practices as a feminist space of resistance, healing, and cultural transmission.

ABSTRACT. Rooted in my grandmother’s everyday pedagogy of care, this autoethnographic study embraces love, memory, and lo cotidiano as rigorous ways of knowing. It resists disembodied inquiry, reclaiming emotion and connection as sites of knowledge production, and offers a vision for research grounded in presence, resistance, and relational healing.

ABSTRACT. This study investigates the evolution of gender representation in popular music lyrics from the 1960s to the 2000s, focusing on how song lyrics construct, reinforce, or challenge societal gender roles, power dynamics, and identity. Using Critical Discourse Analysis (CDA) informed by Foucault, Mulvey, Barthes, hooks, and Lorber, the study analyzes 50 Billboard Top 100 songs—10 from each decade—selected for gendered language and female-named titles. Findings reveal a shift from traditional male-dominated power structures in the 1960s–1980s to more complex gender representations by the 2000s. Seven key thematic patterns emerged, including female idealization, empowerment, and gender power dynamics, while male dominance in songwriting and performance persisted. These shifts align with broader cultural and feminist movements, demonstrating how music reflects and influences societal gender norms.

Despite the study's valuable contribution to gender studies, limitations include a narrow sample size and exclusion of non-mainstream or genre-diverse tracks. The research is also ongoing, and the findings may evolve with further analysis. Future directions include expanding the temporal scope to include earlier decades (1920s–1950s) and more recent music (2010s–present), incorporating cross-cultural analysis with a focus on Brazilian music, refining thematic categories, and exploring audience reception to better understand how gender messages are interpreted across diverse contexts. This study provides a foundation for further research on the intersection of music, gender, and social change.

ABSTRACT. This presentation explores translingual practices of three singer-songwriters and women based in Tio'tia:ke | Montreal through collage-making as arts-based method of data analysis. It highlights "spiRitual languaging," connecting spiritual, ritualistic, and land-based dimensions of their language practices. Findings reveal how collage-making uncovers and represents deeper meanings in minoritized language practices and cultural production.

ABSTRACT. La migración es un fenómeno social complejo, que contiene en sí misma múltiples categorías, una de ellas es la migración de retorno, entendida como la reintegración de un individuo a su lugar de origen tras haber emigrado (Organización Internacional para las Migraciones [OIM ], 2019). Los procesos de movilidad humana suelen gestarse dentro de contextos desafiantes a los que Niños, Niñas y Adolescentes (NNA) suelen ser especialmente sensibles y estos pueden influir de manera significativa en sus trayectorias vitales, así como en su bienestar y rendimiento académico (Prout & James, 1997 citado en Estrada-Villaseñor et al., 2024; Vázquez-Vázquez & Pérez-Velázquez, 2024). Es por esta razón que se encuentra pertinente reflexionar acerca de los desafíos a los que se enfrentan NNA en el proceso de migración de retorno (Alvarado, 2019). No obstante, las estudiantes y los estudiantes transnacionales conforman un grupo heterogéneo con diversos perfiles, por lo que es necesario generar estrategias que les permitan generar recursos efectivos en el acompañamiento a su transición a su nuevo contexto cultural, lingüístico y escolar (Tacelosky, 2021). Con el propósito de favorecer la inclusión, la creación de espacios educativos empáticos y respetuosos de la diversidad se proponen una serie de herramientas y estrategias diseñadas desde la didáctica intercultural para su aplicación en contextos en donde se integran NNA en situación de migración de retorno. Asimismo, se busca reforzar la resiliencia y el bienestar comunitario mediante el desarrollo de estrategias de afrontamiento, facilitando así la reintegración psicosocial, social y académica. Las estrategias fueron diseñadas buscando que las prácticas pedagógicas sean sensibles a los fenómenos de movilidad humana, respetuosas del bagaje cultural de NNA migrantes de retorno que serán aplicables dentro de los contextos educativos. La didáctica intercultural es la apuesta metodológica que propicia la modificación de los discursos de la diversidad como un factor que facilita el enriquecimiento del entorno, para garantizar así la inclusión y evitar la discriminación de esta forma se generaran oportunidades equitativas para los estudiantes y las estudiantes migrantes de retorno (Cáceres-Ramos, 2021).

ABSTRACT. This mapping workshop explores how spatial politics, informed by the work of Massey and Foucault, shape education. Participants will analyze historical and contemporary issues of power, access, and institutional boundaries in their own contexts, developing critical, creative strategies that engage with the spatialities embedded in everyday teaching and learning spaces.

ABSTRACT. Se analiza el efecto de la urbanización y la violencia en los usos sociales de los espacios públicos de una ciudad mexicana. Mediante un grupo de discusión con equipo reflexivo, se discuten las potencialidades y limitaciones del estudio de los afectos dependientes de las dinámicas urbanas como formas de resistencia social.

ABSTRACT. La expansión de la infraestructura carretera es un motor de desarrollo, pero su implementación en territorios con presencia de comunidades indígenas exige un enfoque que garantice el respeto a sus derechos colectivos y su libre determinación. En Guanajuato, la construcción y modernización de autopistas ha implicado la necesidad de establecer procesos de consulta con pueblos y comunidades indígenas, de acuerdo con los estándares internacionales, particularmente el Convenio 169 de la Organización Internacional del Trabajo (OIT). Esta ponencia explora las experiencias derivadas de las consultas realizadas para los proyectos carreteros Autopista Silao-San Miguel de Allende y la modernización de la carretera Dolores Hidalgo-San Miguel de Allende, ambos procesos culminaron en el año 2024. Buscamos señalar los procedimientos, desafíos y aprendizajes vinculados a la psicología en este tipo de procesos. El derecho a la consulta previa, libre e informada es un derecho humano colectivo fundamental para los pueblos indígenas, reconocido a nivel nacional en la Constitución Política de los Estados Unidos Mexicanos, y a nivel internacional en el Convenio 169 de la OIT y la Declaración de las Naciones Unidas sobre los Derechos de los Pueblos Indígenas (entre otros documentos). En Guanajuato, estos procesos se han fundamentado en el "Protocolo para la implementación de consultas a pueblos y comunidades indígenas", basado en el protocolo de la Comisión Nacional para el Desarrollo de los Pueblos Indígenas (2013). Los principios rectores de estas consultas incluyen la buena fe, la libertad de participación, la pertinencia cultural de las metodologías, la provisión de información completa e imparcial (incluyendo estudios de impacto social, cultural y ambiental), y la búsqueda activa de acuerdos. Es crucial que las consultas se realicen previamente al inicio de las medidas que pudieran afectar a las comunidades. La ausencia o vicio de cualquiera de estos elementos puede invalidar el procedimiento. Entre las necesidades detectadas para estos procesos, se encuentra la inclusión en una fase preparatoria de capacitación en temas de derechos humanos y derechos indígenas, el diálogo previo y constante entre liderazgos ejidatarios, autoridades indígenas y autoridades del gobierno estatal, así como la asesoría de entidades federales relacionadas con los temas a tratarse. Las reuniones iniciales entre los actores señalados buscaron acordar los procedimientos y condiciones de la consulta, reconociendo la importancia de la inclusión de mujeres y jóvenes. Entre las experiencias resultantes de las Consultas, resalta la falta de interés en los proyectos señalados ante carencias más relevantes y urgentes para la comunidad, como la pavimentación (o en su caso, creación) de caminos adecuados para acceder a las comunidades, servicios de salud y de promoción y ayuda económica para las personas agricultoras. Estas experiencias demuestran que las consultas con comunidades indígenas pueden conducir a acuerdos y prevenir conflictos, sin embargo, también demuestran una desconexión entre las necesidades de las comunidades y lo que el gobierno propone para ellas, que si bien puede ser positivo para el estado, no necesariamente redunda en beneficios directos para las comunidades.

ABSTRACT. This paper explores experiences had by adolescents in grades 6-12 at a fine arts magnet school. It is revealed that their experiences performing for their peers create a uniquely beautiful school environment where the young people learn to create a world that expects radical love.

ABSTRACT. Summary: This paper explores the experiences of youth in rural Nova Scotia who have been designated as “at risk” for chronic unemployment. The paper analyzes a series of overlapping narratives shaping the “discursive climate” ( Pillow, 2004) and asks: how does the discursive climate organize a pedagogy of abjection for those who come from and live in rural spaces?

ABSTRACT. This paper advocates for Ubuntu as a restorative and preventive solution to addressing the rising spate of violence across Ghanaian secondary (K—12) schools. Through the Sankofa lens, it argues for a return to communitarian approaches to school safety and discipline, fostering an inclusive and peaceful school culture and climate.

ABSTRACT. La ansiedad no es solo individual, también responde a contextos de desigualdad. Este taller propone una reflexión colectiva sobre el malestar cotidiano desde una mirada emancipatoria, reconociendo estrategias de afrontamiento. Cerraremos con un collage grupal que represente nuestras vivencias, resistencias y formas de resistencia.

ABSTRACT. We recognize the inadequacy of traditional, Western Eurocentric, faculty development models centered on decontextualized skills or content, transmission of knowledge, one and done formats for our unique and nuanced predominantly Hispanic/Latinx Rio Grande Valley context. Subsequently, we turn to discourses in culturally relevant and sustaining pedagogies, pláticas as methodology, and an ethic of care/self-care to inform our conceptualizations of A Reciprocal Teaching Framework at the USA/Mexico Border.

Miryam’s paper for the symposium brings her expertise in non-Western and arts-based qualitative research, Testímonio and Pláticas, and extensive experience with developing community and interdisciplinary connections. 

Karin’s paper for the symposium explores and theorizes how the discourses in plática as research methodology, an ethic of care, and culturally relevant and sustaining pedagogies intersect and resonate with each other to inform praxis as related to our conceptualization of a reciprocal teaching framework.

Eunice’s paper for the symposium highlights her reflexivity and lived experiences serving the local predominantly Hispanic/Latinx community as a Latina Licensed Professional Counselor and Associate Professor, and how she facilitates pláticas among Latina counselors as part of their supervision coursework in the counseling program.

ABSTRACT. Como resultado de un diagnóstico de reconocimiento entre organizaciones que trabajan con población migrante documentada e indocumentada, se presentará la guía de salud mental basada en protocolos existentes que prioricen los derechos humanos, el bienestar integral de las personas y la salud metal de la población migrante, tanto, en Estados Unidos como en Europa. La población objetivo, mujeres, niñas, niños y adolescentes. Esta guía será adaptable para a la población migrante hispano parlante en Europa, gracias a la colaboración con la red CORYMI compuesta por personas en México y Estados Unidos y otras organizaciones que trabajan temas de salud mental para población migrante regular e irregular. El material obtenido servirá de apoyo a Organizaciones No Gubernamentales (ONGs), instituciones de salud mental, y defensores de derechos humanos que trabajan con migrantes en Estados Unidos, México y Europa. La población beneficiada será la población migrante en general, enfocándonos en mujeres, niñas, niños y adolescentes en movilidad.

ABSTRACT. Este estudio analiza la salud ambiental, física y psicosocial de estudiantes de primaria y secundaria en comunidades rurales con alta migración familiar. Se discuten los impactos del entorno y las redes familiares en la construcción de bienestar infantil y se plantean implicaciones para el trabajo educativo, comunitario y de salud pública.

ABSTRACT. The American Dream it is a widespread imaginary that builds on the belief that anyone regardless of their background can achieve success and prosperity through hard work and determination. Reinforcing this social imaginary billions of social media users—including millions of recent U.S. immigrants—are actively posting and sharing their successes achieved through relentless work and willpower. However only the highly desirable, curated images and stories get more attention on social media platforms—YouTube TikTok Facebook Twitter Instagram and more. Furthermore influencers and entrepreneurs have branded theirs as easy successes faster accomplishments rewarded with abounded possessions while consistently forgetting to mention hardships needed hard work their own perseverance and complete dedication. All together have resulted in an even more unrealistic expectations for immigrant youth—the easy to reach American Dream—that may have result in perpetuating inequality(Hallinan, 2023; Newberry 2023).

ABSTRACT. The increasing politicization of education has led to a rise in anti-critical race theory (CRT) and anti-diversity, equity, and inclusion (DEI) policies that restrict discussions of race, systemic oppression, and culturally relevant pedagogy in schools. These policies constitute a form of curriculum violence, erasing the histories and lived experiences of marginalized communities while placing educators under heightened surveillance. Rather than responding solely to these constraints, this study explores how the historical literacy-based strategies of Black women educators in the post-desegregation South can inform and support the work of contemporary educators in today’s politically hostile educational climate.

This qualitative study is conducted in two phases. In Phase One, the research employs qualitative content analysis (QCA) to examine archival materials, life writings, and public speeches by three foundational Black women educators—Lugenia Burns Hope, Septima Poinsette Clark, and Ella Josephine Baker. Their contributions to literacy and political education offer critical insights into how Black educators have historically resisted racist schooling practices while maintaining culturally sustaining pedagogies (Paris & Alim, 2017).

Phase Two builds on those findings through a structured 4–6 week virtual mini-course with current K–12 educators. During the course, participants engage with historical literacy materials, maintain reflective journals, and complete semi-structured interviews. This phase is situated within a Critical Participatory Action Research (CPAR) framework, which emphasizes collective reflection and action to address curriculum censorship and educational inequity.

The study is grounded in the theoretical frameworks of Community Cultural Wealth (Yosso, 2005) and Hood Feminist Pedagogy (Kendall, 2020), while drawing on literature related to abolitionist teaching (Love, 2019) and fugitive pedagogy (Givens, 2021). Findings from this research are expected to identify patterns of resistance, adaptation, and innovation among Black women educators, offering concrete strategies for teachers navigating increasingly restrictive political and educational contexts.

By highlighting the role of literacy as a tool of resistance, this study contributes to ongoing conversations about educational equity and curriculum justice, offering a roadmap for sustaining race-conscious education.

ABSTRACT. Purpose: This paper draws from ongoing work on the liberatory potentials that can emerge from pedagogical and curricular engagements with Black ecologies in early childhood education. The focus is on possibilities for responding in affirmative ways to racist colonial erasures and deficit constructions of Black place relations. I co-theorise with work in Black geographies and ecologies particularly in relation to possibilities for attuning to Black relations with lands and waters in ways that attend to but are not necessarily shaped by the effects of anti-Blackness. Situated within the context of what is currently Canada, such attunements stay with the question of what it might mean to tell and co-create Black ecological stories that do not dwell in anti-blackness including its connection to neoliberal multiculturalism yet also do not cover over its ongoingness. This means for instance considering how Black ecologies can be a site for a situated storytelling that notices but is not over-determined by socio-ecological injustice. The purpose of this work is to encourage early childhood educators and researchers to think alongside the potentials and challenges of thinking with Black ecologies in everyday pedagogical work. Methodology: As orientation devices, the paper offers questions and propositions accompanied by illustrative research stories. This storytelling is intended to highlight that Black ecologies hold multiple possibilities for early childhood pedagogies that are anticolonial, affirm Black childhoods, and are place based in ways that center repair, relationality/kinship, and reciprocity. Engaging storytelling to illustrate how Black ecologies might be put to work in early childhood education signals that stories are one of multiple modes of relational inquiry with Black ecologies. This illustrative storytelling also includes insights from research with a group of Black Canadian parents on their ecological practices with and educational desires for their young children. The modes of storytelling put to work in the paper underline that engaging with Black ecologies in early childhood education involves bringing together the real and the imagined— as inventive pedagogical practices that are also anticolonial and antiracist. Discussion & Conclusions: I discuss how pedagogical encounters with Black ecologies might involve work in two different but interconnected registers. The first is to seek out the Black ecological relationships that may not be readily visible – but are always present despite their absenting. The second is to create opportunities for, witness and respond to emergent ecologies between Black children and the more-than-human world. Thinking with an interdisciplinary ethos of Black ecologies brings many possibilities for presencing Black land relations. Importantly these modes of witnessing and responding attend to aesthetic, affective and embodied relationalities with the more-than-world.

ABSTRACT. This paper explores the tension between Dewey’s theory of consummatory/rhythmic experience and antiblackness. It contrasts Deweyan notions of narrative flow with antiblackness theory’s claim that this flow depends on western humanism. Experiences that resist said flow Dewey calls inchoate causing fear. This paper explores the consequences of Blackness as inchoate.

ABSTRACT. En este panel, exploraremos las experiencias y desafíos en la enseñanza y la investigación de lenguas indígenas en la educación superior, con un enfoque transnacional entre México y Ecuador. A través de presentaciones desde diferentes perspectivas institucionales y lingüísticas, abordaremos prácticas pedagógicas innovadoras, el desarrollo de currículos inclusivos, y la capacitación de docentes y traductores en contextos indígenas. Los contextos sociolingüísticos y políticos de México y Ecuador son distintos, pero ambos países reconocen a sus idiomas originarios y abren para el uso educacional y profesional de estos idiomas. La institucionalización de idiomas minorizados ha sido un proceso difícil en muchos contextos, dado la necesidad de crear nuevas normas, estructuras, e identidades profesionales con relación a una lengua que anteriormente fue estigmatizada y marginalizada. En muchos casos las tentativas de aumentar el estatus y crear estructuras y normas para el uso educativo y profesional de idiomas originarios suceden en contextos donde los prejuicios y el estigma siguen presentes, lo que implica una labor aún más exigente para l@s docentes y tod@s que trabajan en este ámbito. Estos esfuerzos pueden ser enriquecidos por perspectivas desde diferentes contextos.

Juntando a profesores-investigadores trabajando en Ecuador y México, en este panel examinamos preguntas claves en el campo de la enseñanza e investigación de idiomas originarios en la educación superior: (1) ¿Cómo implementar programas de enseñanza de idiomas originarios en la educación superior que fomenta a la justicia social y lingüística?; (2) ¿Cómo formar a profesionales (maestr@s, traductores) capacitados para trabajar con idiomas indígenas en contextos contemporáneos?; (3)¿Cómo relacionar la teoría y la práctica en el aula para efectivizar la enseñanza de idiomas originarios?; (4) ¿Cómo abordar la estandarización y certificación de lenguas indígenas tomando en cuenta la diversidad interna de cada comunidad?; (5) ¿Cómo diseñar propuestas curriculares que incorporen los intereses y prácticas comunicativas actuales de los alumnos, las evaluaciones exigidas por el sistema educativo, y conocimientos ancestrales?; (6) ¿Qué tipos de investigación son útiles y necesarios para desarrollar e implementar la enseñanza de idiomas originarios en diferentes contextos?; (7) ¿Cuáles son las diferencias y similitudes en los contextos urbanos y rurales de México y Ecuador en relación con la educación en lenguas indígenas?; y (8)¿Qué lecciones ofrece el comparar y contrastar las experiencias transnacionales en la enseñanza de lenguas indígenas? Abordamos estas preguntas en base de resultados y reflexiones provenientes de proyectos de investigación-acción en curso en Ecuador y México.

Posteriormente, se facilitará una discusión donde los panelistas y asistentes compartirán sus visiones sobre cómo mejorar la enseñanza de lenguas indígenas y fortalecer investigaciones que promuevan la justicia lingüística. Este panel busca generar un diálogo enriquecedor y transnacional que fomente la revitalización y el reconocimiento de las lenguas indígenas en el ámbito académico.

ABSTRACT. Print Making/ Making a Mark-All My Relations. I propose exhibiting prints I have made over the last 2 years as a means of exploring identity, memory and community. The theme is All Our Relations. I was inspired by an art exhibit I saw while at a conference at UTRG in Brownsville 3 years ago and followed up by taking up print-making. The word print comes from the Latin word womb and the parallel of birthing in the reproduction of an image have a wonderfully creative and disruptive potential. Having taught for 40 years I know we all need more self-care and art is an outlet for stress and a form of creativity and joy. Under the current political climate it is really the only way I know how to breathe. I would like to share this joy by either doing a workshop on relief printing OR by simply setting up a corner in the exhibition with a table and chairs and allowing participants to come in an make a print carve, paint and print. My goal would be to have each ‘print-maker’ make 12 prints and then we can do a mini-print exchange. If possible I would love to bring a fellow student to co-show and co-host the workshop.

ABSTRACT. If you grew up on the South Texas border, the false narrative of there is nothing here permeated both in our self-identities and our understanding of the place we live. This is a common narrative that seeps into our daily lives and how we navigate our worlds. In addition, this false narrative invites us to leave. There is nothing here, so that means we are nothing, and we need to leave our community to become someone. Nuestra Delta Magica frames this false narrative as a direct result of the erasure of our history and the indoctrination of Anglo Texas history in Texas public education. “There is nothing here” stems from the systems of oppression of colonization.

Many rural and isolated places share this false narrative. It is time to dismantle it in order to defend the lands where we are from. Often gentrification and tourism wants to market the places we are from and extract from our cultural history and wealth. Through this workshop, we will make images and write about the places we are from and our relationship to these lands, whether the connection is strong or severed, comes with pain and grief, or amounts of joy and recollection. These images are resistance against the extraction and capitalism that only commodifies and markets our lands for the white settler gaze.

Hay Mucho Aqui In person Short presentation 15 mins + workshop activity 45 mins

ABSTRACT. Monolingual education does not merely happen; it must be intentionally created. In this hermeneutic paper I consider ideologies and practices about language and language learning. I argue that elementary schools in specific countries work to 'monolingualize' children. What does this do? What would it take to undermine monolingualization?

ABSTRACT. Through community-based participatory research, lesson study teams at an English-only school strategically recurricularized language asking students to use their full linguistic repertoires to affirm students’ identities and build sociocultural competence. Findings confirmed that language instruction without critical content will reproduce and reinforce inequities experienced by culturally and linguistically marginalized communities.

ABSTRACT. The dialogue on Tzonteti evokes a spirit of steadfast resistance and underscores the enduring need for reflection on overcoming the struggles that persist in this world. As Nobel Peace Laureate Leymah Gbowee powerfully states: “Everyone has a role to play in changing the tide in our world. It has nothing to do with your academic background or your social status. It has to do with your tenacity, your strength, and your willpower to want to make change” (Gbowee 2011). How does the interconnectedness between a world language classroom and the surrounding communities take shape? This research explores how the impact of the fieldwork experience on the Latinx communities shapes their perceptions of language and culture. Through an experiential learning, community-based approach, students gain cultural awareness and develop knowledge, skills, and personal and community values by engaging with Latinx heritage, applying the Spanish language. The fieldwork experience not only enhances language acquisition but also fosters a deeper connection between learners and the lived realities of the communities they study. To ensure human education, in this dialogue, prevails a constant reflection, acknowledging, validating, and celebrating each other.

ABSTRACT. Muslims in western societies, have had their representations, stories, and identities publicly shaped, without their consent, by mainstream media, proliferated through pop culture. Depictions of Muslims in pop culture are mostly framed by Islamophobic narratives. This paper presents insights from interviews with Muslims effecting narrative change in film and television.

ABSTRACT. This paper will draw from practical outcomes of a senior-level course in Spanish film designed to achieve intercultural competency and critical media literacy in a transnational context by means of a handful of Spanish films remade in India, South Korea, the US. Comparative analysis of Spanish films remade in diverse sociocultural contexts will provide insight on certain aspects of the complex processes of delocalization and relocalization of media content, allowing students to learn and reflect about sociocultural backgrounds at play in media consumption. With the study of such texts, we aim to achieve as class is an organic knowledge of the interconnected global film culture, but discerning at the same time the local differences and variations within apparently monolithic global trends. The paper will mostly rely on qualitative outcome from students. Films to be used in class include Abre los ojos (1997, Alejandro Amenabar) / Vanilla Sky (2001, Cameron Crowe), Mientras duermes (2011, Jaume Balaguero)/ Door Lock (2018, Kwon Lee), Contratiempo (2016, Oriol Paulo) / Badla (2019, Sujoy Ghosh) , and relevant reference articles will also be used as course materials.

ABSTRACT. This qualitative action-based study involves research with children, and advocates for the significance of children’s literacy engagement in navigating nutrition and food in the uncertain future. Incorporating health and agricultural content areas, the study will provide children literacy opportunities to explore place-based curriculum like food waste reduction, recycling, and sustainability.

ABSTRACT. El libro “Recursos Psicológicos y Socioculturales en Comunidades Rurales y Migrantes en México: vinculación para el bienestar psicosocial” ofrece una visión integral de la realidad que enfrentan estas poblaciones en el país. A través de los 13 capítulos presentados, se destacan los resultados generales del estudio diagnóstico, así como las experiencias y vivencias de las comunidades rurales, migrantes e indígenas en diferentes localidades de México. Se evidencia la importancia de comprender la complejidad de la realidad que enfrentan estos colectivos, así como la necesidad de desarrollar y transferir herramientas que les permitan superar su condición de vulnerabilidad. Los capítulos ofrecen información, reflexiones, lecciones, aprendizajes y experiencias valiosas, que en conjunto contribuyen a una mejor comprensión de las necesidades y desafíos que enfrentan estas poblaciones. Además, se destaca el valor humano de las historias narradas por los participantes de las investigaciones realizadas, quienes comparten sus experiencias de manera íntima y personal. Estas historias nos permiten adentrarnos en la realidad de estas comunidades y comprender la importancia de abordar sus necesidades desde una perspectiva integral y sensible. Este libro consta de 13 capítulos, cada uno de los cuales adopta una metodología distinta, incluyendo diseños mixtos de investigación, estudios cuantitativos, cualitativos, de sistematización de experiencias y de revisión teórica que proporcionan el marco conceptual para el desarrollo de materiales psicoeducativos y técnicas de intervención, diseñados específicamente para satisfacer las necesidades de esta población.

ABSTRACT. This workshop will offer a space to critically and creatively engage with land-based literacies through collage-making, focusing on how diasporic and transcultural experiences of “placelessness” may be negotiated through collective, creative practice.

ABSTRACT. School-based Social Emotional Learning (SEL) interventions and research reflect settler-colonial epistemologies and pedagogies in their treatment of Latiné youth. The authors engage testimonios and LatDisCrit-informed community-based research to reframe Latiné students’ emotions and social knowledge as critical navigational tools towards decolonial re-politicization, rather than deficits in need of SEL intervention.

ABSTRACT. In this paper, we use collective memory-work (CMW) to critically examine traditional teacher education practices to develop more robust approaches to supporting teacher candidates of color. It is a conceptual piece that aims to develop and take up new methods for interrogating traditional modes of inquiry and pedagogy in education.

ABSTRACT. This qualitative study explores how undergraduate teacher education students at a Predominantly White Institution (PWI) develop cultural competence and critical consciousness in literacy methods and cultural studies courses. Centering healing, identity formation, and preparation for urban education, the study analyzes how in-class assignments, reflective practices, and classroom dialogue serve as transformative tools. Using think-aloud protocols, narrative interviews, and student artifacts, we examine how PWI students utilize academic spaces to explore their identities, process racialized trauma, and develop inclusive teaching philosophies. Research questions guiding the study include: How do assignments and classroom environments in teacher education promote healing and critical self-awareness? And in what ways do these experiences support future educators in achieving academic success and cultural responsiveness? Findings highlight the role of intentional pedagogy in shaping emotionally safe and critically engaged spaces where students not only learn about culture, they experience healing and reimagine their roles as equitable educators.

ABSTRACT. There are already dominant ideas that influence our education, policies, and practice. These dominant societal knowledge systems still produce inequalities in our education and society. Using Postcolonial Theory, the study focused on colonial rule's impact on colonized societies, cultures, and identities. It critiques the dominant knowledge narratives perpetuating social injustice.

ABSTRACT. This paper explores the potential of literatura de cordel, a Brazilian folk poetry tradition, as a non-canonical resource for philosophical inquiry in educational settings. Situated against the backdrop of Ontario, Canada’s ‘back-to-basics’ approach to learning, which prioritises standardised literacy over philosophical inquiry, we propose a non-canonical philosophy (NCP) approach that promotes non-Western literary traditions and fosters critical thinking, creativity and emotional awareness in learners.

ABSTRACT. Critical Civic Engagement is a framework for participatory pedagogy for urban civic education students. The framework includes elements of engaging lived experience, asset-based community development, critical inquiry, and informed civic action. This paper presentation discusses the framework and its application in urban public schools through a national grant from the USDoE. The Practicing Democracy in Communities initiative utilizes the critical civic inquiry framework and is driven by three core strategies: Teacher professional learning and support, student civic learning opportunities beyond the classroom, and community partner engagement in civic learning. Currently nine public high schools participate in the initiative with positive gains in student knowledge, dispositional growth, and satisfaction.

ABSTRACT. This workshop introduces Nahuatl-informed practices, such as flor y canto and olin, to help participants reimagine their curriculum. We will explore digital storytelling and photovoice as 21st-century ways to explore ancestral knowledge systems that can challenge social injustices. Hands-on activities will enable transformative storytelling practices rooted in indigenous epistemology.

ABSTRACT. This presentation explores a transnational partnership among four universities creating justice-oriented, practicum-based teacher education. Grounded in migratory and participatory pedagogies, it centers multilingual, cross-border learning amid border violence and displacement, engaging pre-service teachers in co-developing curricula with communities to resist deficit discourses and nationalized models of teacher preparation.