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8.6: Conclusion

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    138275
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    Summary

    Brazilian education philosopher, Paulo Freire wrote about praxis––ongoing cycles of theory, reflection, and action––as a practice of freedom stating,

    Authentic liberation - the process of humanization - is not another deposit to be made in [people]. Liberation is praxis: the action and reflection of [people] upon their world in order to transform it.80

    This chapter presented historical moments in which communities engaged in praxis to effectively build collective power; in effect, they transformed themselves and the educational landscape. There are many ways one can study, reflect upon, and work to reform education. This chapter presented some of the major issues that have shaped and been shaped by historically marginalized communities. This chapter explored concepts to critically understand key debates, issues, and education initiatives. It provided and overview of historical and contemporary laws in public education that have impacted and been shaped by Chicanx/Latinx communities. Lastly, extra effort was placed to highlight the practices, tactics, strategies, and movements that emerge from Chicanx/Latinx communities to reform and transform the educational landscape. While it is impossible to present a comprehensive history of everything, it is a reminder that there is a long legacy of activism we carry with us as we strive for change today. As students-teachers-scholars, we must be equally invested in engaging in social justice work as we are in studying it. The legacy of activism in education is one we inherit and will continue to build upon. This is embodied in the image in Figure 8.6.1. The poster was created for the Poor People’s Campaign, a grassroots movement fighting to end poverty, racism, militarism, and environmental destruction. The 2018 poster reads, “Learn as we lead, walk as we talk, teach as we fight.”

    An activist poster with yellow, red, and black. Details in text

    Figure 8.6.1:Learn as we lead, walk as we talk, teach as we fight” by Ashley Hufnagel, Justseeds is licensed CC BY-NC-ND 4.0.

    Ancillary materials for this chapter are located in Section 11.8: Chapter 8 Resource Guide, which includes slides, media, writing and discussion prompts, and suggested assignments and activities.  

    Key Terms

    Colorism: Prejudice or discrimination based on dark skin color.


    Footnote

    80 Paulo Freire, Pedagogy of the Oppressed (New York, New York: Continuum, 1994): pg. 79.


    This page titled 8.6: Conclusion is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Lucha Arévalo (ASCCC Open Educational Resources Initiative (OERI)) via source content that was edited to the style and standards of the LibreTexts platform.