"Do You Want to Tell Your Own Narrative?": How One Teacher and Her Students Engage in Resistance by Leveraging Community Cultural Wealth

Autor/inn/en	Martin-Beltrán, Melinda; Montoya-Ávila, Angélica; García, Andrés A.; Canales, Nancy
Titel	"Do You Want to Tell Your Own Narrative?": How One Teacher and Her Students Engage in Resistance by Leveraging Community Cultural Wealth
Quelle	In: Association of Mexican American Educators Journal, 12 (2018) 3, S.97-121 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Resistance (Psychology); Cultural Capital; English Teachers; Secondary School Teachers; High School Students; Immigrants; Hispanic Americans; Student Reaction; Educational Practices + Suchen Sie Ihr Suchwort? Resistenz; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanoamerikaner; Schülerkritik; Bildungspraxis
Abstract	This qualitative case study offers a window into one classroom in which one Latinx English language arts teacher and her newcomer high school students tapped into community cultural wealth (Yosso, 2005) as they engaged in literacy practices to resist oppression, denounce discrimination, and strive for social justice. We draw upon Yosso's (2005) framework of community cultural wealth (CCW) to understand how teachers can encourage resistance among historically marginalized students within the current racist and xenophobic political climate; and we examine how students respond to the teacher's invitation to engage and develop their resistant capital through their writing. Data analyzed for this study include student letters, teacher interviews, and fieldnotes from one lesson, which was situated in a year-long ethnographic study. We found that the teacher cultivated resistant capital by tapping into students' lived experiences to scrutinize oppressive rhetoric and persist in the face of adversity. Students seized the opportunity to resist the dominant anti-immigrant narrative by leveraging their resistant capital through counter-stories, assertions of experiential knowledge, and appeals to a moral imperative. Our study contributes to scholarship on CCW by exploring how CCW is utilized in a previously under-examined context and has implications for educators by offering examples of classroom practices that cultivate CCW and transform deficit discourses that threaten to impede academic success, especially among Latinx students. (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://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01