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Author Bio

Floridalma Boj Lopez (K’iche’ Maya) is an Assistant Professor in Sociology at CSULA. Her research examines cultural production among the Guatemalan Maya diaspora with an emphasis on intergenerational imaginaries, gender, and the production of Indigenous migrant community in Los Angeles. Boj Lopez uses a hemispheric framework to bring together Critical Indigenous Studies, Latino Studies and Latin American Studies to analyze the experiences of Maya migrants as they encounter settler colonialism while also facing intra-Latino racism from non-indigenous Latinx. Her work is featured in the Latino Studies Journal and in U.S. Central Americans: Reconstructing Memories, Struggles, and Communities of Resistance. fbojlop@calstatela.edu

Sandy Grande (Quechua) is a Professor of Education and the Director of the Center for the Critical Study of Race and Ethnicity (CCSRE) at Connecticut College. Her research and teaching interfaces Native American and Indigenous Studies, Education and critical theory toward the development of more nuanced analyses of the colonial present. In addition to publishing numerous chapters and articles, her landmark book, Red Pedagogy: Native American Social and Political Thought was recently published in a 10th anniversary edition and a Portuguese translation is anticipated to be published in Brazil in 2019. She is also a founding member of New York Stands for Standing Rock, which works to forward the aims of Native American and Indigenous sovereignty and resurgence. As one of their projects, they published the Standing Rock Syllabus. In addition to her scholarly pursuits she has provided eldercare for her parents for over ten years and remains the primary caregiver for her 91-year old father. smgra@conncoll.edu

Abstract

Our “Notes from the Field” article focuses on our engagement with Hacer Escuela/Inventing School, a project of West Chester University that bridges critical theory and the Global South to re-think pedagogical practices and theoretical frameworks in education. By reviewing the discussions that occurred over the course of the conference and our contributions around teaching teachers about Indigenous issues in a settler colonial and anti-immigrant context, we analyze schools as settler institutions and sites of ongoing Indigenous dispossession. We critique rights discourses that often position multicultural education as an opportunity for inclusion without having to unpack that inclusion, which thereby functions at the expense of a decolonial praxis.

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