ABSTRACT
In this chapter, the author elaborates on the implications of Latina narratives for the development of a transformative activist educational project in schools that serve Latinx and other students of color through the development of pedagogies of critical caring and daring. The pedagogies of daring, grounded in critical sociocultural perspectives to learning and education, embrace Paulo Freire’s and Anna Stetsenko’s call for creating the conditions for transformative education. This educational proposal would involve the co-creation of tools for agency and activism by teachers, children, families, and teacher educators. The chapter is organized around the discussion of 12 tools with the potential to support activism in schools. Each section offers examples of the different ways in which educators, children, and families actually participate or could engage in transformative activist efforts in pre-K to higher education. Integrated in each section are also examples of Latinx literature for children and young adolescents that teachers and teacher educators can use to mediate critical conversations and learners’ engagements with the various tools for activism. The implications discussed in this chapter advance a view of education that moves from adaptation to transformation—transformation that seeks to bring about equity and social justice for all learners.
