Miguel Zavala, Ph.D., is Associate Professor and teacher educator at the College of Educational Studies at Chapman University. His research interests center on decolonizing and Freirean pedagogies, critical literacies, and their intersection in social movements. His most recent work involves working with teachers, youth, and parents using ethnic studies and participatory action research as resources for apprenticeship into community organizing. He is a board member of the Paulo Freire Democratic Project (PFDP) and Co-President of the California Chapter of the National Association for Multicultural Education (CA-NAME).  His forthcoming book is entitled Raza Struggle and the Movement for Ethnic Studies: Decolonial Literacies, Pedagogies, and Methodologies (forthcoming 2018, Peter Lang). He is co-editor of Rethinking Ethnic Studies (forthcoming 2018, Rethinking Schools), a collection of teaching resources for Ethnic Studies educators.

Dr. Zavala on Radical Inclusivity, Voice, and Diversity

"Miguel Zavala’s work on the struggle and movement for Raza Studies and Ethnic Studies could not be timelier or more critical in this era of the rise of fascism and its fear-based reaction to the demographic shift that has taken place in public schools, particularly in the U.S. Southwest. His insight into Indigenous epistemologies, critical pedagogies, and the critical analysis of political-economy's impact on Chicanx peoples as viable possibilities for decolonizing and liberatory educational models—far from what we have seen in the traditional binary “either/or” education proposals for the racialized and economically exploited—provides a nuanced, yet solid foundation from which educational scholars and practitioners can operationalize and transform the institutional structures to make them responsive to the holistic needs of Raza youth." - Sean Arce, Educational Consultant at the Xicanx Institute for Teaching and Organizing

Raza Struggle and the Movement for Ethnic Studies is a timely text that challenges Xicanx educators, organizers, and scholar activists to contextualize the historical conditions impacting Raza communities and to critically reflect upon the discourses and frames utilized when mobilizing around Ethnic Studies so as to not perpetuate colonizing practices. Miguel Zavala asks the readers to do so by co-existing with him in a praxis of reflection, dialogue, and healing that consciously situates our work and individual selves as part of a decolonizing collective movement. - Margarita Berta-Ávila, Sacramento State University

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