Racialized Social Class Pedagogical Praxis: Critical Compassion, "Cariño," "Respeto" and "Confianza"

Autor/inn/en	Jaime-Diaz, Jesus; Méndez-Negrete, Josie
Titel	Racialized Social Class Pedagogical Praxis: Critical Compassion, "Cariño," "Respeto" and "Confianza"
Quelle	In: Association of Mexican American Educators Journal, 14 (2020) 1, S.49-70 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Social Class; Altruism; High School Teachers; Case Studies; Teacher Student Relationship; Social Differences; Educational Philosophy; High School Students; Ethnic Groups; Gender Differences; Critical Theory; Teaching Methods; Disadvantaged; Racial Differences; Teacher Attitudes; Student Characteristics; Ethnocentrism; Teacher Characteristics; Trust (Psychology); Caring; Self Concept; Mexican Americans; Institutional Characteristics + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Altruistic behavior; Altruismus; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Unterschied; Bildungsphilosophie; Erziehungsphilosophie; Student; Students; Schüler; Schülerin; Studentin; Ethnie; Geschlechterkonflikt; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Rassenunterschied; Lehrerverhalten; Ethnozentrismus; Care; Pflege; Sorge; Betreuung; Selbstkonzept; Hispanoamerikaner
Abstract	This article explores the ways in which high school teachers understand their students in relation to their own racialized social class backgrounds. It problematizes ethnic outsider inabilities to engage teaching philosophies and practices, which render teachers unable to create constructive dialogues with students that have been marginalized in the culture of schooling. Given classed, raced, and gendered past practices in education and their schooling trajectory, which have historically truncated their potential mobility, this study is mediated by racial social class positions, which veil issues that intersect with structural inequalities. As such, this case study explores teacher/student engagements, focusing on reproduction of consciousness as unrealized teacher/learner schooling interactions. It is framed in contradiction to normative teaching practices, problematizing the absences of critical pedagogy in instruction, as it suggests alternative venues from an empowered perspective. (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	2024/1/01