Reclaiming Narratives through Culturally Sustaining Teaching: Women of Color, Historical Significance, and the Civil Rights Era

Autor/in	Aguilera, Jocelyn Isabel
Titel	Reclaiming Narratives through Culturally Sustaining Teaching: Women of Color, Historical Significance, and the Civil Rights Era
Quelle	In: History Teacher, 56 (2023) 3, S.387-413 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	Activism; High School Students; Females; Minority Groups; United States History; Civil Rights; Equal Education; Minority Group Students; Educational Improvement; Culturally Relevant Education; Racism; Gender Bias; Social Justice; California (Los Angeles) + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Ethnische Minderheit; Bürgerrechte; Grundrechte; Zivilrecht; Teaching improvement; Unterrichtsentwicklung; Rassismus; Geschlechterstereotyp; Soziale Gerechtigkeit
Abstract	Examining the political activism of high school students provides a window to fully understand the rich history and resistance of young people of color from South Central Los Angeles who blazed the trail in many crucial battles during the civil rights era. Researching John C. Fremont High School's history shows that the high school reflects a tradition of student-led organizing and activism, especially for educational equity. However, fast-forwarding to the present day, Fremont has gradually made efforts to improve education, especially for historically marginalized students of color, but, most significantly, student-led activism has ceased. As a Chicana history teacher and alumna of John C. Fremont, Jocelyn Isabel Aguilera has witnessed a loss of interest in history from students of color and a decline in student activism at Fremont. With the recent challenge of educational apathy, lower graduation rates for students of color continue to worsen an existing educational crisis; however, culturally responsive and sustaining pedagogy interwoven with history offers an opportunity to address educational inequity through student engagement. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01