"Counterstory Mapping Our City": Teachers Reckoning with Latinx Students' Knowledges, Cultures, and Communities

Autor/inn/en	Dyke, Erin; El Sabbagh, Jinan; Dyke, Kevin
Titel	"Counterstory Mapping Our City": Teachers Reckoning with Latinx Students' Knowledges, Cultures, and Communities
Quelle	In: International Journal of Multicultural Education, 22 (2020) 2, S.30-45 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Hispanic American Students; Middle School Students; Urban Schools; Charter Schools; High School Students; Maps; Faculty Development; High School Teachers; Middle School Teachers; Critical Theory; Race; Media Literacy; Cultural Influences; Misconceptions; Teacher Attitudes; Attitude Change + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; High school; High schools; Oberschule; Map; Karte; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Kritische Theorie; Rasse; Abstammung; Media skills; Medie competence; Medienkompetenz; Cultural influence; Kultureinfluss; Missverständnis; Lehrerverhalten; Attitudinal change; Einstellungsänderung
Abstract	The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students' counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01