Developing Transformative Space for Student Resistance: Latina/o Students' Interruption of Subtractive Schooling Practices

Autor/in	Chavarria, Karina
Titel	Developing Transformative Space for Student Resistance: Latina/o Students' Interruption of Subtractive Schooling Practices
Quelle	In: Association of Mexican American Educators Journal, 11 (2017) 1, S.91-105 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.11.330
Schlagwörter	Hispanic American Students; Participant Observation; High School Students; Citizen Participation; Political Attitudes; Social Differences; Power Structure; Race; Critical Theory; Change Agents; Teacher Student Relationship; Secondary School Teachers; Transformative Learning; Activism; Reflection; Educational Change; Educational Practices; Cultural Differences; Cultural Background; Spanish; Educational Experience; Urban Schools; Culturally Relevant Education; Qualitative Research; California (Los Angeles) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teilnehmende Beobachtung; High school; High schools; Oberschule; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Political attitude; Politische Einstellung; Sozialer Unterschied; Rasse; Abstammung; Kritische Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Transformation; Aktivismus; Politischer Protest; Bildungsreform; Bildungspraxis; Kultureller Unterschied; Spanisch; Bildungserfahrung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitative Forschung
Abstract	Social reproduction scholars and the literature on critical race theory and student resistance contend that schools are not neutral institutions existing in a vacuum free of the political and social struggles for rights and resources (Delgado Bernal, 1998; Fine, 1991). Instead, schools can be institutions that reproduce dominant ideologies and oppressive hierarchies or arenas from which to challenge power and status-quo policies (Freire, 1970). Drawing from two years of participant observations at Hillcrest High School, this study explores how Latina/o students in collaboration with their teacher engage in transformational resistance to subtractive schooling. I document how co-leadership in the classroom between teacher and students supports the co-creation of a transformative space for critical reflection. Similar to activist groups creating spaces to cultivate youth political engagement, classrooms can be reconstructed to foster the development of students as agents of change. This article presents the process through which Latina/o students gain critical reflection of social inequalities and systems of oppression that enables them to advocate for more inclusive and just schooling practices. (As Provided).
Anmerkungen	Association 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01