(Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures

Sharim Hannegan-Martinez; Sylvia Mendoza Aviña; Dolores Delgado Bernal; Daniel G. Solorzano

doi:10.1177/00420859221092973

(Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures

Sharim Hannegan-Martinez, Sylvia Mendoza Aviña, Dolores Delgado Bernal, Daniel G. Solorzano

Curriculum and Instruction

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3 Scopus citations

Abstract

In this article, the authors (re)visit Solorzano and Delgado Bernal's (2001) Urban Education article, “Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context,” to discuss transformational resistance in conversation with other works on youth resistance to (re)visit and (re)imagine student oppositional behaviors. Next, empirical examples offer theoretical and pedagogical contributions (ruptures) for nurturing all forms of resistance towards transformation. By disrupting punitive interpretations and responses that are imbued with racist and oppressive ideologies, we honor the potential for transformational resistance embedded in the “unrespectable” oppositional behaviors of Students of Color.

Original language	English
Pages (from-to)	2066-2095
Number of pages	30
Journal	Urban Education
Volume	59
Issue number	7
DOIs	https://doi.org/10.1177/00420859221092973
State	Published - Sep 2024

Bibliographical note

Publisher Copyright:
© The Author(s) 2022.

Keywords

chicana feminist epistemology
critical race theory
culturally sustaining pedagogy
transformational resistance
urban education

ASJC Scopus subject areas

Education
Urban Studies

Access to Document

10.1177/00420859221092973

Cite this

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(Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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