Borderland Pedagogies of cariño: Theorizing Relationships of Care from Teacher Practice with Latina Mothering Students

Autor/in	Reyes, Ganiva
Titel	Borderland Pedagogies of cariño: Theorizing Relationships of Care from Teacher Practice with Latina Mothering Students
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 7, S.613-626 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reyes, Ganiva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1771464
Schlagwörter	Mexican Americans; Adolescents; Parent Education; Caring; Early Parenthood; Interaction; Mothers; Identification (Psychology); Learner Engagement; Teacher Student Relationship; Social Bias; Racial Bias; Nontraditional Education; Late Adolescents; Teaching Methods; Educational Theories; Violence; Texas + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents education; Elternbildung; Elternschule; Care; Pflege; Sorge; Betreuung; Interaktion; Mother; Mutter; Teacher student relationships; Lehrer-Schüler-Beziehung; Racial discrimination; Rassismus; Non-traditional education; Alternative Erziehung; Halbstarker; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Gewalt
Abstract	This article explores how a Chicana/Mexicana teen parenting educator along the U.S./Mexico border crafted her pedagogy from personalized care, conceptualized as "borderland pedagogies of cariño" (care). This approach is rooted through the teacher's interactions with teen mothers who straddle contradictory identities like the boundary of mother/student. Classroom interactions were analyzed through narrative inquiry to understand the pedagogical orientation of the teacher--in effect generating theory from practice. One narrative is featured to show how "cariño" results in an overall transformation in classroom interaction that leads to student engagement and teacher fulfillment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01