Social Foundations of Education Reader
Critical Essays on Teaching, Learning, and Leading (Volume II)
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the editors
- About the book
- This eBook can be cited
- Dedication
- Contents
- Foreword (Shirley R. Steinberg)
- Acknowledgments
- Introduction
- SECTION I POST-COVID PEDAGOGIES
- 1. Creating Spaces of Critical Hope: Testimonios from the Frontlines of Resistance and Resilience (Kevan A. Kiser-Chuc)
- 2. Without a Lifeline: The Impact of District and School-Level Leadership on Teacher Well-Being During COVID-19 (Emily Germain and Danielle Sutherland)
- 3. A New Framework to Dismantle Public Schools: How Legislators and Right-Wing Groups Used the Pandemic as a Wedge Issue to Control School Curriculum and Policy (Brianne Kramer and Denisha Jones)
- 4. Pandemic Pivoting Within Academia and Activism: An Exploration of New Forms of Classroom Pedagogies and Latinx/Chicanx Scholarship (Margaret Cantú-Sánchez)
- SECTION II TEACHERS AS ACTIVISTS
- 5. Open Your Door and Organize: Educators Advancing Justice Through Social Movements (Lauren Stark)
- 6. Teaching as Activism: The Role of Critical Pedagogy and Culturally Sustaining Pedagogies in Working Towards a Relational Vision of Education (Shadi Seyedyousef)
- 7. Teaching, Learning, and Leading While Other: The Fight for Educational Justice (Leslie Morrow)
- 8. Fattening Frogs for Snakes: Spirit Murder, Black Fightback, and Epistemic Justice (Lasana Kazembe)
- 9. Beyond the Death of the Teacher: Reimagining Life in Classrooms (Laura Rychly)
- SECTION III CONTEXTUALIZING EDUCATIONAL CHANGE EFFORTS
- 10. The Civilizing Project of Education: Indian Schools and Indigenous Education in the Building of the U.S. Empire (Madhu Narayanan)
- 11. ESL Teachers’ Culturally Connected Moments and the Incompleteness of Praxis: A Puerto Rican Migration Perspective in the Rural Midwest (Lisa Ortiz-Guzmán)
- 12. Towards Critical Race Histories of Education: Exploring Chicana and Chicano Education in Los Angeles, 1940–49 (Lluliana Alonso)
- 13. The Wealth of “Poor” Schools: Riquezas en las raíces (Riches in the Roots) (Marisol Diaz)
- 14. Voices from the Ground Level: Sustainable Education Practices for Bahamian Students with Disabilities (Anica Bowe)
- 15. The Politics of Undoing Rape Culture in Schools (Gillian Robinson)
- 16. Pride Before Prejudice: What a SAGA! (Mark Vicars and Sarah Tartakover)
- SECTION IV TRANSFORMATIVE/EQUITABLE PEDAGOGIES
- 17. Plática Pedagogy: A Chicana/Latina Feminist Approach (Rosemary Hendriks)
- 18. The Transformative and Reproductive Power of Storytelling in the Classroom (Bethany Parker)
- 19. Socially and Culturally Responsive Language Teaching for the Global Context (Francisco Javier Palacios-Hidalgo and Cristina A. Huertas-Abril)
- 20. De-Heteroing Education: Queer Futurity, Healing, and Liberation (Brandon Cockburn)
- 21. A Narrative Inquiry on an Equity in STEM Doctoral Course and Its Influence on Equity-Based Teacher Knowledge, Attitudes, and Practices (Elizabeth R. Goldberg, Taylor Darwin, Weventon Ataide Pinheiro, Samanthia Noble, Kassidy Wagner, Miranda Mullins Allen, and Jesus S. Esquivel)
- 22. Demanding More Than Equity and Inclusion: Historical and Emerging Understandings of dis/Ability Justice (Sandra Vanderbilt)
- SECTION V TEACHING AND LEARNING IN 21st CENTURY SCHOOLS
- 23. Cultivating Collaboration and Communication with Parents (Adrienne C. Goss)
- 24. Manufacturing and Leveraging Fear: An Exploration of Right-Wing Efforts to Undermine Trust in Public Schools (T. Jameson Brewer and Kerry Kretchmar)
- 25. Yo Quiero Ser Una Maestra Bilingüe: Latinx Pre-service Teachers’ Language Nepantla Stories (Sandra L. Osorio and Sanjuana Rodriguez)
- 26. Sisters of the Boogie: An Exploration of the Hip-Hop Feminist Epistemology of a Project Girl Turned Professor (Dawn N. Hicks Tafari)
- 27. Busqueda de esperanzas y aspiraciones. Pursuit of Hope and Aspirations Bienvenido a America (Catherine D. Rogers-Cesarez and Sandra L. Guzman Foster)
- 28. Students and Educators Learning from the Lived Experiences of Queer and Nonbinary of Color Student Activists (Pau Abustan)
- 29. Navigating Inequitable Legislation: Cultivating Inclusive Class Communities (Chloe Morris and Larisa Callaway-Cole)
- Afterword: Educational Foundations in a Post-Pandemic World: Re-Imagining Hope and Possibility in an Age of Despair (Eleanor J. Blair)
- Contributors
Social Foundations of Education Reader
Critical Essays on Teaching, Learning, and Leading (Volume II)
Edited by
Yolanda Medina and Eleanor Blair
Foreword by
Shirley R. Steinberg
PETER LANG
New York - Berlin - Bruxelles - Chennai - Lausanne - Oxford
Library of Congress Cataloging-in-Publication Control Number: 2024944694
Bibliographic information published by the Deutsche Nationalbibliothek.
The German National Library lists this publication in the German National Bibliography; detailed bibliographic data is available on the Internet at http://dnb.d-nb.de.
Cover design by Peter Lang Group AG
ISBN 9781636671697 (paperback)
ISBN 9781636670713 (ebook)
ISBN 9781636670720 (epub)
DOI 10.3726/b22271
© 2025 Peter Lang Group AG, Lausanne
Published by Peter Lang Publishing Inc., New York, USA
info@peterlang.com - www.peterlang.com
All rights reserved.
All parts of this publication are protected by copyright.
Any utilization outside the strict limits of the copyright law, without the permission of the publisher, is forbidden and liable to prosecution.
This applies in particular to reproductions, translations, microfilming, and storage and processing in electronic retrieval systems.
This publication has been peer reviewed.
About the editors
YOLANDA MEDINA is Professor and Chair of the Teacher Education Department at the Borough of Manhattan Community College, City University of New York. Dr. Medina has authored and co-authored several publications and is a co-editor of the Critical Studies of Latinx in the Americas book series published by Peter Lang.
ELEANOR J. BLAIR is a professor at Western Carolina University, where she teaches foundations of education courses. She is a frequent presenter at regional, national, and international conferences and has several publications that explore teaching, learning, and leadership in contemporary schools.
CHAPTER 13 The Wealth of “Poor” Schools: Riquezas en las raíces (Riches in the Roots)
Marisol Diaz
In examining the dynamics of racial oppression within the educational system, it is imperative to adopt an interdisciplinary framework that places race and power at its core, especially in understanding how schools serving Hispanic/Mexican populations are unfairly categorized as “bad.” As such, critical race theory (CRT) examines the multilayered facets of racism by positioning racism as embedded within society’s institutions, including the legal and educational system (Ladson-Billings, 2016a; Bell, 1995; Gillborn, 2016). Further, as methodology, CRT uses counter-storytelling as part of the analytical framework used to examine majoritarian narratives that create and maintain White supremacy. Using counter-storytelling centers the experiential knowledge of people of color and recognizes it as a legitimate source of knowledge in order to counter majoritarian narratives (Delgado, 1989, 1995). These include personal narratives, storytelling, testimonios, and songs. The lyrics from the Norte Corrido song are one such source. In a racialized society, such as the United States, CRT can provide a valuable lens from which to critically examine the extent race has on individuals’ lives.
The song, La Jaula de Oro, is a popular song by the band Los Tigres Del Norte. The song juxtaposes the perceived riches of the United States as golden spaces alongside the feelings of imprisonment that stem from cultural and identity assimilation required in this new environment. The song proceeds with the refrain, “even if the cage is made of gold, it does not keep it from being a prison”. These stanzas are taken from a Norte Corrido, a kind of ballad that is common in Mexico.
De que me sirve el dinero
Si estoy como prisionero
Dentro de esta gran nación
Cuando me acuerdo hasta lloro
Aunque la jaula sea de oro
No deja de ser prisión
“Escúchame hijo
Te gustaría que regresáramos a vivir México?”
“Whatcha talkin’ about dad?
I don’t wanna go back to Mexico, no way dad”
Mis hijos no hablan conmigo
Otro idioma han aprendido, y olvidado el español
Piensan como Americanos, niegan que son Mexicanos
Aunque tengan mi color
(Los Tigres Del Norte, 1984)
What use is money to me?
“ I’m like a prisoner
inside this great nation
When I remember I cry
Even if the cage is made of gold
It does not keep it from still being a prison
Details
- Pages
- XVIII, 462
- Publication Year
- 2025
- ISBN (PDF)
- 9781636670713
- ISBN (ePUB)
- 9781636670720
- ISBN (Softcover)
- 9781636671697
- DOI
- 10.3726/b22271
- Language
- English
- Publication date
- 2025 (January)
- Keywords
- Education K-12 Teaching Educational Foundations Diversity Equity and Inclusion Multicultural Perspectives Social Foundations of Education Reader Critical Essays on Teaching, Learning, and Leading (Volume II) Eleanor J. Blair Yolanda Medina
- Published
- New York, Berlin, Bruxelles, Chennai, Lausanne, Oxford, 2025. XVIII, 480 pp., 52 b/w ill., 9 b/w tables.
- Product Safety
- Peter Lang Group AG
