¿Un Formulario Intra-relacionado de la Sanación Educacional?/ An Intra-relationality Formula of Education Healing?
¿Un Formulario Intra-relacionado de la Sanación Educacional?/ An Intra-relationality Formula of Education Healing?
Thursday, 10 July 2025: 15:00
Location: SJES006 (Faculty of Legal, Economic, and Social Sciences (JES))
Oral Presentation
From cultural and radical ethics (LopezLeiva, 2024: Riley, 2023) of relationality (Grande, 2007), regeneration (Cajete, 2000) and mestizaje healing (Calderon, et al., 2012) our educational trauma histories manifest in Translaguaging Corriente (García, et al., 2017) where language use relates to the spirit and breath; thus, it is considered sacred (Cajete, 2000). This presentation shares how first-grade students and adults are learners-teachers simultaneously (Gregorecic, 2009) as decolonial math research explores memory, bodies, movement, community (Lam, 2017), wonderment (McLure, 2013) and sense of belonging through holistic and systematic nature of the process (Riley, 2023). We illuminate the existence of knowledge that is in all material (de Freitas, 2013) which is animated (Cajete, 2000) by a tangential and magical realism (Rosiek et al., 2019) towards the whole-body intelligence and heart knowledge (Simpson, 2014). Thirdspaces (Castro-Salazar & Bagley, 2010; Calderon, et. al, 2012) facilitate an extraordinary openness to relationships and critical exchange (Soja, 1996 in García & Wei, 2014) where imagination, creativity, dynamic interaction, and exploration expand into a multiplicity of perspectives. Indigenous knowledge systems (Arce, 2016; Battiste, 2008; Grande, 2007; Lomawaima & McCarty, 2013; Sanchez & Blum-Martinez, 2019) offer a re-spiritualization and rehumanization from the natural life cycle avoiding spiritual conquests (Jupp, 2002). Hence doing, being, seeing, growing, comprehending, connecting and communicating weaves worlds of intersectionality (Bhopal, 2020; Hills
Collins, 2019) through our embodiment rediscovering nature inside of us as the ecology of spirit while the gift of learning and education is to discover what we can offer (Kimmerer, 2013). Thus, holistic learning counters assimilative educational colonial agendas (Simpson, 2014, p. 6) preserving spiritual connections of ancestral wisdom (Delgado Bernal, 2001) toward sustainable education (Smith & Williams, 1999 in Riley, 2023) and our ecology of education and knowledge (Cajete, 2000) healing
intangible intergenerational and spirit trauma (Lam, 2017 ; Roybal, 2024; Suina, 2023).
Collins, 2019) through our embodiment rediscovering nature inside of us as the ecology of spirit while the gift of learning and education is to discover what we can offer (Kimmerer, 2013). Thus, holistic learning counters assimilative educational colonial agendas (Simpson, 2014, p. 6) preserving spiritual connections of ancestral wisdom (Delgado Bernal, 2001) toward sustainable education (Smith & Williams, 1999 in Riley, 2023) and our ecology of education and knowledge (Cajete, 2000) healing
intangible intergenerational and spirit trauma (Lam, 2017 ; Roybal, 2024; Suina, 2023).