Where Were the Mexicans? The Story Is a Conversation

Autor/in	Rivas, Elizabeth D.
Titel	Where Were the Mexicans? The Story Is a Conversation
Quelle	In: Association of Mexican American Educators Journal, 15 (2021) 2, S.104-122 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Curriculum; Social Studies; Social Influences; Cultural Influences; United States History; Social Justice; Social Change; Administrator Role; Mexican Americans; Racial Bias; Social Bias; Controversial Issues (Course Content); Teacher Role; Politics of Education; Secondary Education; Texas + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Gemeinschaftskunde; Sozialer Einfluss; Cultural influence; Kultureinfluss; Soziale Gerechtigkeit; Sozialer Wandel; Hispanoamerikaner; Racial discrimination; Rassismus; Controversial issues; Kontroverse; Lehrerrolle; Educational policy; Bildungspolitik; Sekundarbereich
Abstract	This essay explores the institutionalized master narrative of public institutions and how the mandated policies enacted by public institutions impact social studies teachers when they are delivering instruction to their students. A socio-transformative constructivist framework guides the essay in order to affirm that knowledge is socially constructed and mediated by cultural, historical, and institutional contexts (Rodriguez, 1998; Rodriguez & Berryman, 2002). This essay also examines how educators can go beyond the teaching of their course curriculum to enact change at their campus and district. Also, this essay examines how district leaders can support teachers who want to be social justice change agents. (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: https://amaejournal.utsa.edu/index.php/AMAE/HOME
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01