The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán.

Our study traces the pernicious whiteness of coloniality in elementary science classrooms in El Sur de Tejas, Aztlán. Our research method was an ethnographic case study that enabled us to explore participants' identities within bioregional contexts. In our findings, we emphasize the pernicious whiteness of coloniality via the participants' personal and professional identity tensions.