Conceptualizing the nomadic habitus: a Mexican–American educator’s journey towards the construction of a narrative curriculum

The pandemic functioned as a disconcerting event that shook the internal structures that guide our actions, which Bourdieu refers to as habitus. This article advances a decolonial nomadic view on Bourdieu’s notion of habitus as a complicated, multi-faceted, evolving concept that is not finite but indeed mutable and, therefore, nomadic from the decolonial narrative of a female Mexican–American educator. Curriculum theory benefits from the discussion on the concept of habitus as it examines the network of implicit meanings within communities that have been historically silenced by centuries of colonialism. This paper shows the implications for curriculum on how the challenges faced and experiences teaching with technology during the pandemic created a narrative curriculum opportunity for the habitus: to become decolonial, nomadic, and digital. Specifically for the colonized territories and communities, the pandemic led to self-discovery to re-create a decolonial nomadic and digital habitus which increased their capital in their field while creating a digital learning curriculum community of Mexican–American and Mexican immigrant teachers symbolically trans-gressing the Mexico-U.S. border to create a Latinx-unity in the decolonial turn in the curriculum.