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AutorenCaldas, Blanca; Palmer, Deborah
TitelGraduate School as a Site of Remembrance: "Educación" or Resistance for Bilingual Teachers
QuelleIn: Association of Mexican American Educators Journal, 11 (2017) 1, S.73-90 (18 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2377-9187
DOI10.24974/amae.11.329
SchlagwörterPersonal Narratives; Bilingual Teachers; Teacher Attitudes; Family Environment; Educational Experience; Parent Teacher Cooperation; Advocacy; Oral Language; Role of Education; Racial Bias; Interviews; Graduate Study; Teacher Characteristics; Hispanic Americans; Spanish; English (Second Language); Second Language Learning; Language Usage; Family Literacy; Stereotypes; Ethnicity; Self Concept; Bilingualism
AbstractThis article is framed by the notion of "educación" and how it influenced the narratives of resistance of 12 seasoned bilingual teachers (Solórzano &Yosso, 2002). Using an oral narrative approach, we share participants' descriptions of the connections between their "educación" within their families and communities and how this "educación" has helped them navigate, resist, and even "play the game" (Urrieta, 2009) during their educational K-16 trajectories, and in their interactions with colleagues, parents, and children as seasoned bilingual teachers. (As Provided).
AnmerkungenAssociation of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org.
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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