Xicanx Institute for Teaching & Organizing
The Xicanx Institute for Teaching & Organizing (XITO) is a education consulting collective grounded in an Indigenous epistemology that emerged in the aftermath of the unconstitutional ban of the Mexican American Studies Department Programs (MAS) in Tucson Unified School District. Several educators from the MAS programs, including Curtis Acosta, Norma Gonzalez, Jose Gonzalez, and Sean Arce, are now key members of XITO.[1][2] XITO educators have inspired teachers of color to develop their own pedagogical approaches based on Indigenous epistemological frameworks, such as Nahui Ollin and In Lak'ech.[3]
According to a study published in the Equity & Excellence in Education journal, XITO "has developed a decolonizing and re-humanizing model of Ethnic Studies professional development to counter the deficit model of current teacher education by infusing critical identity work—a critical analysis of race, power, and systems of oppression—together with an Indigenous epistemological framework formerly implemented in the highly successful MAS program."[4] The institute functions primarily as "a consulting group to help educators draft their own ethnic studies curriculum." XITO has worked with institutions throughout the United States by conducting workshops and presentations.[5]
XITO co-founder Anita Fernández argues that ethnic studies programs are beneficial to students who are otherwise excluded from the colonial education system's curriculum: "In the past, there have been colonial structures in which students don’t see themselves in the curriculum because they were not built for them." Fernandez states that "by 2040, Chicanx and Latinx youth will be the majority, and it’s happening sooner in certain states, and the drop-out rate or the push-out rates are still the highest. In order for us to address the changing demographics, we also need to change (the curriculum). This methodology works by really reframing education to include perspectives from all young people, their lives, [and] their ancestors."[5]
References[edit]
- ↑ Matthew, Fellion; Inglis, Katherine (2017). Censored: A Literary History of Subversion and Control. McGill-Queen's University Press. pp. 392–393. ISBN 9780773551886. Search this book on
- ↑ Sleeter, Christine E.; Zavala, Miguel (2020). Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, and Research. Teachers College Press. p. 10. ISBN 9780807763452. Search this book on
- ↑ Isabel Cortés-Zamora, María; Charupe-García, Elizabeth; Nuñez-Gonzalez, Nora (2020). "Building Intellectual Warriors: Engaging Students in a Culturally Relevant Learning Environment". In Cordova, Rebekah A.; Reynolds, William M. Educating for Social Justice: Field Notes from Rural Communities. Brill. pp. 115–16, 138. ISBN 9789004432864. Search this book on
- ↑ Fernández, Anita E. (2019). "Decolonizing Professional Development: A Re-Humanizing Approach". Equity & Excellence in Education. 52: 185–196.
- ↑ 5.0 5.1 Meléndez Salinas, Claudia (19 September 2019). "Planting seeds of reform". Voices of Monterey Bay. Unknown parameter
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