Flesh of Words: Confrontation, Navigation, and Integrity in the English Classroom

“Flesh of Words: Confrontation, Navigation, and Integrity in the English Classroom,” an Outcome archive entry by Roberta Hurtado. The entry belongs to the jcrt collection and connects readers to scholarship, public history, and organizing around the Doctrine of Discovery, Christian domination, Indigenous sovereignty, law, religion, land, memory, and accountability.

In brief, it addresses Hurtado uses Critical Race Theory and Latina feminisms to show how multiethnic curricula can confront colonial legacies and teach resistance in class.. For readers arriving from the main Doctrine of Discovery site, this post functions as a pointer rather than a replacement for the full Outcome record. The canonical page preserves the complete context, metadata, author information, citation links, media, and neighboring materials in the archive.

The source text highlights terms and contexts including This article offers a quasi testimonio of my experiences with education and creating an introductory multiethnic literature college course. Engaging Critical Race Theory and Latina Feminisms, specifically scholars such as Kimberlé Crenshaw, Gloria Anzaldúa and Aurora Levins Morales, it argues that curriculum construction is never apolitical and therefore requires a demystification of historical contexts as well as challenges to settler colonial legacies. This article offers a case study of how I design assignments, select readings, and work with students as they are introduced to different literatures and communities. It also offers models for self reflection and ways to cultivate classes that engage the written word as holding the flesh of. Read the canonical Outcome page for the complete entry.

Canonical link: https://outcome.doctrineofdiscovery.org/jcrt/issue1/hurtado/

Direct link