'It's Like There Is a Veil Placed over Racial Issues': Afrobrazilians' Educational Experiences Negotiating Transnational Racialization and the Pedagogy of Mestizaje of the Americas
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| Title: | 'It's Like There Is a Veil Placed over Racial Issues': Afrobrazilians' Educational Experiences Negotiating Transnational Racialization and the Pedagogy of Mestizaje of the Americas |
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| Language: | English |
| Authors: | Carolyn S. F. Silva |
| Source: | Race, Ethnicity and Education. 2025 28(2):282-302. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Race, Racism, Blacks, Educational Experience, Political Attitudes, Racial Attitudes, Foreign Countries, Racial Identification, Self Concept, Teaching Methods, Curriculum Design, Educational Policy, Multiracial Persons, Democracy, Educational Environment, Oral History, Personal Narratives, Elementary Secondary Education, Higher Education, Latin Americans, English (Second Language), Second Language Learning, Immigrants |
| Geographic Terms: | Brazil, Florida (Miami) |
| DOI: | 10.1080/13613324.2023.2279304 |
| ISSN: | 1361-3324 1470-109X |
| Abstract: | "As the experiences of AfroLatinx groups continue to gain momentum in academic conversations, AfroBrazilians' identity and racialized experiences remain undertheorized. Anchored by the conceptual framework of AfroLatinidades and methodologically situated in the realm of qualitative research, this study draws from oral history interviews to document AfroBrazilians' educational experiences across transnational contexts. In contextualizing AfroBrazilians' experiences transnationally, this study is attentive to the complex ways AfroBrazilians mobilized racial understandings to negotiate their multiple subjectivities in Brazil and in the U.S. Research findings revealed that educational discourses, curriculum, pedagogy, and policies play a key role in shaping how AfroBrazilians are forced to negotiate the politics of race within and outside educational spaces. I argue that AfroBrazilians' lived experiences illuminate how racialized ideologies, such as mestizaje, colorism, and racial democracy, manifest in educational contexts and shape pedagogical discourses across the Americas. Such racial discourses inform AfroBrazilians' deracialized learning experiences, which I call 'Pedagogy of Mestizaje'. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466355 |
| Database: | ERIC |
| Abstract: | "As the experiences of AfroLatinx groups continue to gain momentum in academic conversations, AfroBrazilians' identity and racialized experiences remain undertheorized. Anchored by the conceptual framework of AfroLatinidades and methodologically situated in the realm of qualitative research, this study draws from oral history interviews to document AfroBrazilians' educational experiences across transnational contexts. In contextualizing AfroBrazilians' experiences transnationally, this study is attentive to the complex ways AfroBrazilians mobilized racial understandings to negotiate their multiple subjectivities in Brazil and in the U.S. Research findings revealed that educational discourses, curriculum, pedagogy, and policies play a key role in shaping how AfroBrazilians are forced to negotiate the politics of race within and outside educational spaces. I argue that AfroBrazilians' lived experiences illuminate how racialized ideologies, such as mestizaje, colorism, and racial democracy, manifest in educational contexts and shape pedagogical discourses across the Americas. Such racial discourses inform AfroBrazilians' deracialized learning experiences, which I call 'Pedagogy of Mestizaje'. |
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| ISSN: | 1361-3324 1470-109X |
| DOI: | 10.1080/13613324.2023.2279304 |
