ABSTRACT
This chapter draws from the author's own personal struggles as a first-generation college student and the first mujer in her familia to be in academia. It also draws from women of color feminist frameworks as resistance to the hegemony of Eurocentric thoughts, values, norms, and knowledge production in academia. The chapter develops assignments that allow students to engage in self-reflection, and to develop a better understanding of the sociopolitical, historical, and structural inequalities that continue to disproportionally impact marginalized families and communities. It focuses on González, Moll, and Amanti's funds of knowledge, Delgado Bernal's pedagogies of the home, and Yosso's community cultural wealth models. The chapter utilizes these pedagogical approaches to place the author’s students, their family, community assets, and cultural wealth at the center of the knowledge construction, curriculum, and pedagogy of the classroom. Teaching about multicultural education has been rewarding, but it has also been emotionally taxing and caused the author to constantly question her presence in academia.
