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Abstract

To address the benefits of cultural intuition on qualitative inquiry, we highlight four qualitative studies and examine how we, as Chicana scholars, embrace the role cultural intuition plays in our individual studies. In this article, we illustrate how cultural intuition informs our use of Freirean generative themes within our methodological approach. For an in-depth illustration, we each highlight one of the four tenets of cultural intuition and explain how that tenet advises our methodological tools - such as family photographs as archive, student-generated photographs, teacher-generated artifacts, and community archival sources - to create Freirean generative themes with our participants and highlight the wealth present in Communities of Color.

Keywords

Cultural Intuition, Freirean Generative Themes, Knowledge Holders and Creators, Chicana/o Educational Research

Author Bio(s)

Dr. Janet Rocha is a Post-Doctoral Researcher at the University of California, Los Angeles (UCLA). She received her PhD in Education with an emphasis in Social Research Methodology at UCLA in 2015. Dr. Rocha's area of expertise includes Latina/o student experiences in higher education. She also has expertise in qualitative inquiry, specializing in visual methodologies that include photovoice and photo-elicitation interviewing techniques. As a trained social research methodologist, Dr. Rocha is both theorizing and developing new and robust methodologies for studying college access from a cultural perspective. She may be contacted at rochabruin@gmail.com.

LLuliana Alonso is a doctoral candidate in the Social Science and Comparative Education division with a specialization in Race & Ethnic Studies at the UCLA Graduate School of Education and Information Studies. Her overall academic interests are on the historical underpinnings of unequal educational practices along the Latina/o educational pipeline. Through her research, LLuliana addresses the historical intersections of race, space and discourse in shaping education for Mexican students in the first half of the 20th century in South Central Los Angeles. Correspondence regarding this article can be addressed directly to: lluliana@g.ucla.edu.

Dr. Michaela Mares-Tamayo is a Lecturer in the Departments of Chicana/o Studies at the University of California, Los Angeles and California State University, Los Angeles. She received her PhD in Education with an emphasis in Race and Ethnic Studies at UCLA in 2014. Dr. Mares-Tamayo is an educational historian who has also been invited to share her knowledge of holistic development for Students of Color in various workshops both locally and internationally. Correspondence regarding this article can also be addressed directly to: michaela.j.lmt@gmail.com.

Dr. Elexia Reyes McGovern in an assistant professor in Teacher Education at the California State University, Dominguez Hills. Dr. Reyes McGovern received her Ph.D. in Education at the University of California, Los Angeles in 2013. She is a former secondary Humanities teacher from the Boston Public Schools. Since leaving secondary teaching, Dr. Reyes McGovern has been working in teacher education. Her research centers teachers of color, youth participatory action research, and classroom critical literacy practices. Correspondence regarding this article can also be addressed directly to: Elexia.Mcgovern@gmail.com.

Publication Date

4-25-2016

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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