Abstract
The idea that the academy can provide a space for social action projects within teacher education is common, as noted by 56,043 citations in High Beam Research (http://www.highbeam.com/). Most of these pieces relate to how teachers and schools can interface themselves within classrooms with curriculum, instruction, and occasionally within a framework of a “transformative pedagogy.” This chapter calls for an extension of social action projects in context-specific teacher education projects that include community within a framework of participatory action research. More specifically it shares the evolution of what I will term “critical emancipatory mezcla praxis” as well as accompanying examples of several hope-filled projects students and I have pursued over a span of eight years.
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© 2009 Soula Mitakidou, Evangelia Tressou, Beth Blue Swadener, and Carl A. Grant
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Soto, L.D. (2009). Toward a “Critical Emancipatory Mezcla Praxis”: Xicana Participatory Action Research in Teacher Education. In: Mitakidou, S., Tressou, E., Swadener, B.B., Grant, C.A. (eds) Beyond Pedagogies of Exclusion in Diverse Childhood Contexts. Critical Cultural Studies of Childhood. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230622920_11
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DOI: https://doi.org/10.1057/9780230622920_11
Publisher Name: Palgrave Macmillan, New York
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