Toward a Pedagogy of "Acompanamiento": Mexican Migrant Youth Writing from the Underside of Modernity

Autor/in	Sepulveda, Enrique, III
Titel	Toward a Pedagogy of "Acompanamiento": Mexican Migrant Youth Writing from the Underside of Modernity
Quelle	In: Harvard Educational Review, 81 (2011) 3, S.550-573 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Immigrants; Poetry; Mexican Americans; High School Students; Anthropology; Critical Literacy; Student Attitudes; Biographies; Teaching Methods; Innovation; Undocumented Immigrants; Story Telling; Educational Experience; Writing (Composition); Personal Narratives; Acculturation; English (Second Language); Second Language Learning; Teacher Student Relationship; California + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Lyrik; Poesie; Hispanoamerikaner; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Anthropologie; Kritisches Lesen; Schülerverhalten; Biography; Biografie; Biographie; Teaching method; Lehrmethode; Unterrichtsmethode; Illegaler Aufenthalt; Bildungserfahrung; Schreibübung; Erlebniserzählung; Akkulturation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Kalifornien
Abstract	In this article, Enrique Sepulveda draws on an array of theological, anthropological, and cultural studies, and critical literacy frameworks, as well as on the voices of transmigrant youth through their poetic and autobiographical writing, to present an innovative pedagogy of "acompanamiento". Sepulveda shares narratives from his research and teaching at a northern California high school, working with a group of mostly undocumented Mexican students. Together with these students, Sepulveda merged critical literacy, poetry, and storytelling into a relational "pedagogy of the borderlands" through which the students could speak back to society and the educational institutions around them. Sepulveda calls on educators of transmigrant students to find their own ways to "acompanar" students through the liminal spaces of schooling. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10