What is "Nepantla" and how can it help physics education researchers conceptualize knowledge for teaching?

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This article draws on Latina/Latino studies to offer physics education a potential framework for reconceptualizing the "knowledge" teachers will need to engage marginalized students. Drawing on Gloria Anzaldua's notion of Nepantla (a liminal space that facilitates transformation), I offer examples of teacher candidates as they come to recognize multiple realities in teaching mathematics to urban high school students. I suggest that as we prepare teachers, we must help them not only recognize a state of Nepantla (to see and participate in multiple realities) but also come to expect the uneasiness with being in that space as it offers potential for new knowledge.

Original languageEnglish (US)
Title of host publication2008 Physics Education Research Conference
Pages231-234
Number of pages4
DOIs
StatePublished - Dec 8 2008
Event2008 Physics Education Research Conference - Edmonton, Canada
Duration: Jul 23 2008Jul 24 2008

Publication series

NameAIP Conference Proceedings
Volume1064
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Other

Other2008 Physics Education Research Conference
Country/TerritoryCanada
CityEdmonton
Period7/23/087/24/08

Keywords

  • Equity
  • Identity
  • Knowledge for teaching
  • Mathematics
  • Power

ASJC Scopus subject areas

  • Physics and Astronomy(all)

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