Transformative Pedagogies: New Perspectives for Spanish and Portuguese Classrooms (Part 2)

Abstract

Transformative Pedagogies: New Perspectives for Spanish and Portuguese Classrooms (Part 2) Rachel Mamiya Hernandez, Comfort Pratt, and Martha Vásquez Transformation is a process rather than a singular or isolated event. Collectively we are just beginning to comprehend the full global impact of the pandemic, racial violence, protests, and political and economic instability, which at times feels overwhelming and disorienting. These circumstances can make us inquire how we can best leverage the momentum and lessons of 2020 to forge deeper, more meaningful learning experiences that should result in purposeful transformation of our beliefs, thinking, and practices. This, indeed, is the focus of this Special Feature. Antiracist scholar Ibram X. Kendi (2020) reminds us, “The soul of justice breathes life, freedom, equality, democracy, human rights, fairness, science, community, opportunity, and empathy for all.” Empathy is at the heart of these articles on transformative learning. Perhaps it may seem contradictory that in this past year that has been so tethered to technology, this fundamental emotional response has emerged as a common thread. However, this speaks to the transformative power of empathy. Several works in this Special Feature focus on empathy building through active engagement with stories. Regardless of their context or medium, stories resonate deeply with us and help us understand the lived experiences of others and, in turn, our own. This Special Feature demonstrates ways in which building empathy can bring to life forgotten histories, provide guidance in contemplating complex identities, dispel myths, help reshape curricular and assessment practices, challenge the status quo, and lead to action. Rooted in the Aristotelian method of walking and talking, Callejeando Sevilla histórica: Una caminata antirracista por la ciudad, brings to life the forgotten history of Black communities in the city of Seville, Spain. Weaving together historic places, texts, and contemporary issues, John Beusterien, Chloe Ireton, and Sara Pink bring to life experiences of the free and enslaved populations that once inhabited the city. The three part structure of the unit consists of the preparation for the walk which includes readings on the historical context, the walk which takes them to important places like La Capilla de Nuestra Señora de Los Ángeles, La Puerta del Osario, and La Plaza del Salvador, and then reflect through collaborative projects which connect the experience with contemporary racism and sensibility to cultural differences, among other topics. Through examining the history embodied in the city, this multidisciplinary, antiracist, place-based approach brings forth ideas that can be readily adapted to many different places and contexts. [End Page 329] Carmen Granda, in “Addressing Antiracism in an Undergraduate Spanish Class with Authentic Materials,” points out that classrooms should reflect the realities of the outside world, and uses a lens of social justice to break down barriers, address issues of race, racism, and representation, and ultimately develop empathy in learners. She points out that the Black Lives Matter movement has put in the limelight issues of race and racism in Afro-Latinx communities in the United States. She also emphasizes that there has been relatively less focus on the experience of Black, African, and Afro-descendant communities in Spain. Through texts like Desirée Bela-Lobedde’s Ser mujer negra en España and the short film Querido Baltasar, students learn about a variety of issues surrounding the experiences of Black women and girls in Spain. She illustrates how we can help students develop critical cultural competence by recognizing the intersectionality of our identities, understanding the similarities and differences, and recognizing stereotypes and unfairness, and empowering them to take action and speak out against injustice. In “Responding to Crisis with Creativity: Open Integrated Performance Assessments,” Leah Kemp and Liana Stepanyan call attention to the importance of offering students opportunities to connect with others and create community, particularly during the tumult and uncertainty of the pandemic. They point out that traditional textbooks can often fall short and seem unidimensional, contrived, and out of touch. The authors propose the use of Open Educational Resources (OER) as an avenue for creating deeper, more responsive learning experiences. In particular, this article looks at the development of OER assessments in the form of Integrated Performance Assessments (IPA) and brings in student perspectives on how the...