Beyond Academic Achievement: Latina/o Youth Learning Transformational Resistance for School Change and Social Justice

Autor/inn/en	Cammarota, Julio; Casanova, Carlos
Titel	Beyond Academic Achievement: Latina/o Youth Learning Transformational Resistance for School Change and Social Justice
Quelle	(2017), (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hispanic American Students; Social Justice; Resistance (Psychology); Transformative Learning; Humanization; High School Students; Adolescents; Program Effectiveness; Public Education; Academic Achievement; College Readiness; Student School Relationship; Youth Programs; After School Programs; Freedom; Teacher Student Relationship; Labeling (of Persons) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Soziale Gerechtigkeit; Resistenz; Pädagogische Transformation; Humanisierung; High school; High schools; Oberschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Öffentliche Erziehung; Schulleistung; Schüler-Lehrer-Beziehung; Jugendsofortprogramm; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Freiheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Labeling-Ansatz
Abstract	This on-going ethnographic study examines how a counter-space, La Libertad, introduces Latin@ students to a liberating pedagogy of praxis which counters dehumanization they experience in their high school. This study used Paulo Freire's dehumanization concept as a guide to reveal how Latin@ youth encounter oppression, injustice, and exploitation in school. The researcher spent 180+ hours over 14 months in the field collecting data through participant observation, field notes, and personal reflection essays. Observational data was collected in high schools, during activities at La Libertad such as the Latin@ Identity Object Sharing activity, and during youth presentations on college campuses. Tentative results reveal a liberating pedagogy guided by three principles: youth as knowledge holders, co-construction of knowledge, and shared knowledge. These three principles offer Latin@ youth the opportunity to engage in both forms (internal and external) of transformational resistance; for example, participants are inspired to graduate from college and give back to their community through service professions. Participants also engaged in presentations on college campuses with future teachers about unfair treatment in school due to their Latin@ness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01