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Abstract Title: What is Nepantla and How Might It Help Educational Researchers Conceptualize Knowledge for Teaching?
Abstract: This presentation draws on Latina/Latino studies to offer education a potential framework for reconceptualizing "knowledge" and for engaging teacher candidates in a process that acknowledges the complex identities of students and the power relations they negotiate while in school. Specifically, I use Gloria Anzaldúa's notion of Nepantla--a liminal space that facilitates transformation. In this presentation, I will describe aspects of a model of teacher education I have developed and offer examples of how teacher candidates move through states of what Anzaldúa would call ignorance/distancing versus knowledge/connection with others. Finally, I suggest that our work of preparing teachers must help them not only recognize a state of Nepantla (to see and participate in multiple realities) but also come to expect the uneasiness with being in that space, while celebrating its potential to birth new identities and create new (forbidden) knowledges.
Abstract Type: Invited Talk
Contributed Paper Record: Contributed Paper Information
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Author/Organizer Information

Primary Contact: Rochelle Gutiérrez
University of Illinois, Urbana-Champaign