Disrupting Powerlessness: The Reterritorialization of Dual Credit Curriculum and Instruction

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In this study, I present my experiences and perceptions as a Latina teacher in a fragile dual credit program within a climate of declining trust in higher education and growing anti-intellectualism. The phenomenon is highlighted in a reflexive autoethnographic exploration while drawing connections to cultural, social, and political contexts that surround the phenomenon. The larger issue of positions and perspectives on higher education are interrogated to develop a concept of de/reterritorialization of dual credit curriculum and instruction to shift these perceptions. Several implications for practice are revealed including the importance of employing critically compassionate intellectualism and culturally relevant education in the dual credit space to support student persistence through empathic practices that promote social justice principles. Additionally, teachers should diverge from normative power structures and instead enter student<-->teacher collaboration to support mutual engagement in learning and disruption of the dual credit territory while working towards reterritorialization.

dual credit, deterritorialization, reterritorialization, student agency, autoethnography