Being Nepantleras While Resisting “Everything, Every Where, All at Once”

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Author(s): Dara N. Nix-Stevenson (Sincecombahee Educational Consulting, USA)
Copyright: 2024
Pages: 21
Source title: PK-12 Professionals’ Narratives of Working as Advocates Impacting Today’s Schools
Source Author(s)/Editor(s): Patrick S. De Walt (California State University, Fresno, USA)and Dara N. Nix-Stevenson (Sincecombahee Educational Consulting, USA)
DOI: 10.4018/978-1-6684-9236-9.ch009

Keywords: Business Science Reference / Education / Educational Administration and Leadership / K-12 Education

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Abstract

As the idea of trauma-informed education has moved to the center of many conversations in PK-12 education, it demands that PK-12 professionals seek to act as Nepantleras in navigating pervasive deficit perspectives in schooling, like book banning censorship and erasure, to counter the ways trauma feeds false narratives of damage and brokenness about students. Under this neoliberalist project, in this chapter, the author seeks to explore how this body of knowledge and their value are produced and thus policed and assigned value. To combat this, the author invokes Gloria Anzaldúa's philosophical concepts of the Nepantla, specifically the Nepantleras. The author explores how Governor Ron DeSantis of Florida has positioned himself as the avatar of white grievance politics to resist any culturally responsive/relevant/sustaining pedagogy taught in PK-12 schools with a specific counternarrative focus on the experience of teaching Amanda Gorman's poem “The Hill We Climb” in the author's seventh/eight grade classroom.

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