Details

Autor(en) / Beteiligte

• Salas-SantaCruz, Omi S

Titel

Terca, pero no pendeja: Terquedad as Theory and Praxis of Transformative Gestures in Higher Education

Ist Teil von

• Association of Mexican American Educators Journal, 2020-08, Vol.14 (2), p.23-43

Ort / Verlag

Association of Mexican American Educators

Erscheinungsjahr

2020

Quelle

ERIC

Beschreibungen/Notizen

• In this article, the author explores the concept of terquedad or waywardness as a blueprint towards gender/queer justice in education. Using María Lugones's (2003) theorizing resistance against multiple oppressions, the author presents Gloria Anzaldúa's' writings in "Borderlands/La Frontera (1987) and "This Bridge Called My Back" (1981/2015) as a project of storying the plurality of terquedad. In doing so, the author calls for a theory and praxis of terquedad as a framework to understand the embodied resistances queer and trans-Latinx/e students deploy as textual inconveniences to push back and resist the "institutional grammars" of U.S. universities (Bonilla-Silva, 2012; Crawford & Ostrom, 1995). Through a plática methodology (Fierros & Delgado Bernal, 2016), the author introduces Quiahuitl, a doctoral student engaging with a praxis of terquedad when confronted with institutional and sexual violence as she moves within and against the geographies and power structures of the university.