Community Cultural Wealth Pedagogies: Cultivating Autoethnographic Counternarratives and Migration Capital

Autor/in	Jimenez, Rosa M.
Titel	Community Cultural Wealth Pedagogies: Cultivating Autoethnographic Counternarratives and Migration Capital
Quelle	In: American Educational Research Journal, 57 (2020) 2, S.775-807 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219866148
Schlagwörter	Cultural Capital; Critical Theory; Grade 6; Immigrants; Hispanic American Students; Culturally Relevant Education; English Language Learners; Elementary School Students; Story Telling; Bilingualism; Community Characteristics; Genealogy; Low Income Students; Aspiration; Oral History; Teacher Student Relationship; Minority Group Teachers; Mexican Americans; Resistance (Psychology); Family Relationship; California + Suchen Sie Ihr Suchwort? Kritische Theorie; School year 06; 6. Schuljahr; Schuljahr 06; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingualismus; Ahnenforschung; Genealogie; Streben; Oral tradition; Mündliche Überlieferung; Teacher student relationships; Lehrer-Schüler-Beziehung; Resistenz; Kalifornien
Abstract	Pedagogies employing critical traditions have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace a teacher's journey--new to critical pedagogies--as she learned about community cultural wealth and incorporated family histories as counterstorytelling curricula with her sixth-grade class of immigrant students in California's Central Valley. I examine the pedagogical implementation with examples of students' meaning making. The teacher and students demonstrated what I am advancing as migration capital--or knowledges, sensibilities, and skills cultivated through the array of migration/immigration experiences to the United States or its borderlands. This study highlights the potential of community cultural wealth pedagogies and as pedagogical tools to counter deficit narratives with Latina/o immigrant youth. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01