Interactive TIAHUI

a decolonial framework for pedagogy & practice

TIAHUI

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circulos

TIAHUI's

The term circulos, meaning “circles” in Spanish, is used to name the structure of the TIAHUI framework as an intentional acknowledgment of Indigenous ways of knowing. Countering a western, linear method of understanding history and the world, circulos embrace collective solidarity, balance, and cycles that overlap and inform each other. The TIAHUI framework includes three circulos to provide a structure for decolonizing pedagogy and practice. Together these three circulos inform and provide the foundation and structure for a decolonial approach to teaching and learning. Specifically, each circulo represents components of a decolonial ecology integral to an Ethnic Studies program or class.

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TIAHUI

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Click here to read the article about TIAHUI published by the XITO Collective in Ethnic Studies Pedagogies Journal!

Click here to see an example of how TIAHUI can be embedded into a 5th grade Ethnic Studies classroom! - Dena Harris, Meadows Elementary (North Thurston Public Schools)

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TIAHUI

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When applying the tenet Teaching Critical Consciousness to an Ethnic Studies/Chicanx Studies framework:

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TEACHING

CRITICAL CONSCIOUSNESS

• We understand that teaching is political and that traditional schooling reproduces inequity.
• We are critically conscious and encourage critical literacy development through praxis.
• We foster students’ critical consciousness towards transformation and liberation.

When applying the tenet Intersectional Identity Development to an Ethnic Studies/Chicanx Studies framework:

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INTERSECTIONAL

IDENTITY DEVELOPMENT

• We co-construct learning spaces and facilitate processes wherein students will develop positive images of themselves.

• We facilitate the development of positive and fluid identities through processes of decolonization through an intersectional lens.

• We provide opportunities for students to consider all systems of oppression - including but not limited to race, class, gender, sexuality, ability, and national origin - in order to transform and improve the conditions for themselves and their communities.

Click the arrow button to learn more about each of the four movements

INNER CIRCULO:

NAHUI OLLIN

• A Nahuatl concept meaning “four movements"
• a system of cultural relevance and responsiveness that seeks balance and harmony for self and community through curriculum and content.

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QUETZALCOATL

When applying the tenet Unity Through Community to an Ethnic Studies/Chicanx Studies framework:

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UNITY

THROUGH COMMUNITY

• We practice solidarity with other racialized and marginalized groups through intersectional analysis and organizing.

• We support students on the importance of engaging in solidarity through praxis.
• We develop learning spaces that are community-responsive and are built upon community cultural wealth.

When applying the tenet Historical Literacy Development to an Ethnic Studies/Chicanx Studies framework:

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HISTORICAL LITERACY

DEVELOPMENT

• We co-construct learning spaces with students to develop a critical historical literacy.
• We cultivate students’ development of a historical consciousness and historical memory.
• We facilitate the analysis of historical counter narratives in opposition to the dominant or master narrative.

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XIPE TOTEC

Click the arrow button to learn more about each of the six tenets

OUTER CIRCULO:

TIAHUI

• TIAHUI is the Indigenous framework for decolonial and culturally humanizing pedagogy and instruction composed of six tenets.
• A Nahuatl word and concept that means to move forward and is the essence of positive and progressive movement through developing our critical consciousness and a sense of agency.

When applying the tenet Interconnectedness Through Student-Centered Instruction to an Ethnic Studies/Chicanx Studies framework:

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INTERCONNECTEDNESS

THROUGH STUDENT-CENTERED INSTRUCTION

• We integrate students’ experiential knowledge through curriculum and instruction.
• We foster students’ sense of belonging.
• We recognize the importance of student dialogue in the development of conscientization.

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HUITZILOPOCHTLI

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TEZCATLIPOCA

Click the arrow button to learn more about each of the agreements

CENTER CIRCULO:

COMMUNITY AGREEMENTS

The center circulo represents the Community Agreements – all Mesoamerican Indigenous philosophies – that establish the humanizing culture and climate while setting high expectations for conduct and intellectual engagement.

When applying the tenet Agency Through Critical Praxis to an Ethnic Studies/Chicanx Studies framework:

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AGENCY

THROUGH CRITICAL PRAXIS

• We guide students in the process of examining relevant social, political, environmental and economic issues.

• We provide the conditions for students to develop agency to make change to the conditions impacting communities.

• We embed the local community’s vision of social justice into all aspects of the classroom and school site including the use of familial and community experts.

When applying the tenet Teaching Critical Consciousness to an Ethnic Studies/Chicanx Studies framework:

Read More

TEACHING

CRITICAL CONSCIOUSNESS

• We understand that teaching is political and that traditional schooling reproduces inequity.
• We are critically conscious and encourage critical literacy development through praxis.
• We foster students’ critical consciousness towards transformation and liberation.

When applying the tenet Intersectional Identity Development to an Ethnic Studies/Chicanx Studies framework:

Read More

INTERSECTIONAL

IDENTITY DEVELOPMENT

• We co-construct learning spaces and facilitate processes wherein students will develop positive images of themselves.

• We facilitate the development of positive and fluid identities through processes of decolonization through an intersectional lens.

• We provide opportunities for students to consider all systems of oppression - including but not limited to race, class, gender, sexuality, ability, and national origin - in order to transform and improve the conditions for themselves and their communities.

READ MORE

QUETZALCOATL

When applying the tenet Unity Through Community to an Ethnic Studies/Chicanx Studies framework:

Read More

UNITY

THROUGH COMMUNITY

• We practice solidarity with other racialized and marginalized groups through intersectional analysis and organizing.

• We support students on the importance of engaging in solidarity through praxis.
• We develop learning spaces that are community-responsive and are built upon community cultural wealth.

When applying the tenet Historical Literacy Development to an Ethnic Studies/Chicanx Studies framework:

Read More

HISTORICAL LITERACY

DEVELOPMENT

• We co-construct learning spaces with students to develop a critical historical literacy.
• We cultivate students’ development of a historical consciousness and historical memory.
• We facilitate the analysis of historical counter narratives in opposition to the dominant or master narrative.

READ MORE

XIPE TOTEC

When applying the tenet Interconnectedness Through Student-Centered Instruction to an Ethnic Studies/Chicanx Studies framework:

Read More

INTERCONNECTEDNESS

THROUGH STUDENT-CENTERED INSTRUCTION

• We integrate students’ experiential knowledge through curriculum and instruction.
• We foster students’ sense of belonging.
• We recognize the importance of student dialogue in the development of conscientization.

READ MORE

HUITZILOPOCHTLI

READ MORE

TEZCATLIPOCA

When applying the tenet Agency Through Critical Praxis to an Ethnic Studies/Chicanx Studies framework:

Read More

AGENCY

THROUGH CRITICAL PRAXIS

• We guide students in the process of examining relevant social, political, environmental and economic issues.

• We provide the conditions for students to develop agency to make change to the conditions impacting communities.

• We embed the local community’s vision of social justice into all aspects of the classroom and school site including the use of familial and community experts.