"We Teach Who We Are": A Study of Two Latino Transformative Educators

Autor/inn/en	Albers, Peggy; Frederick, Tammy
Titel	"We Teach Who We Are": A Study of Two Latino Transformative Educators
Quelle	In: TESOL Journal, 4 (2013) 2, S.233-260 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.56
Schlagwörter	Hispanic Americans; Literacy Education; Social Justice; Transformative Learning; Teaching Methods; At Risk Students; Dropouts; Ethnography; Teacher Attitudes; Standardized Tests; Reading Tests; Critical Theory; Teaching Experience; Secondary School Teachers; High School Students; Observation; Comparative Analysis; Structured Interviews + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Soziale Gerechtigkeit; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ethnografie; Lehrerverhalten; Standadised tests; Standardisierter Test; Lesetest; Kritische Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Beobachtung
Abstract	This yearlong ethnographic study explored the work of two Latino teachers who identified themselves as critical literacy teachers and who taught ninth-grade Latino students whose scores on standardized reading tests fell in the bottom 20th percentile. Framed in critical pedagogy and multimodality, this study sought to answer the following questions: (1) What experiences do two Latino teachers identify as significant in their approach to teaching from a critical and social justice perspective? (2) What pedagogical choices do these teachers make and what literacy practices do they exhibit that evidence this perspective? With the significant growth in numbers of Latino students in the United States and in public school classrooms, this study compels literacy educators and researchers who work with diverse student populations to pay close attention to the critical, reflective, and transformative practices of Latino teachers who engage students most at risk for dropping out. (Contains 1 table and 2 footnotes.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10