Show Less
Restricted access

PAR EntreMundos

A Pedagogy of the Américas

Series:

Edited By Jennifer Ayala, Julio Cammarota, Margarita I. Berta-Ávila, Melissa Rivera, Louie F. Rodríguez and María Elena Torre

PAR EntreMundos: A Pedagogy of the Américas challenges the standard narratives of "achievement" to think about how Latinx students can experience an education that forges new possibilities of liberation and justice. Growing Latinx student populations have led to concerns about "assimilating" them into mainstream academic frameworks. This book offers an alternative, decolonizing approach that embraces complex Latinx identities and clears a path toward resisting systems of oppression. Educating Latinx students should involve more than just helping them achieve in school but rather having them recognize their agency to transform the larger structure of education to promote justice-oriented practices. The authors offer a framework for such transformation by honoring their theoretical lineages, proposing a set of guiding principles, and sharing stories about collective social action within and outside Latinx communities. PAR EntreMundos: A Pedagogy of the Américas is a practice of liberation and freedom.

Show Summary Details
Restricted access

Chapter 7. Our Wild Tongues: Language Justice and Youth Research (Jenna Cushing-Leubner / Jennifer Eik)

Extract

·7·

Our Wild Tongues

Language Justice and Youth Research

Jenna Cushing-Leubner and Jennifer Eik

Context

In 2011, Eleanor High School’s administration sent out a survey request to students and families. After years of being marked as a failing Midwest school, having failing teachers from across the city’s district shuffled into its ranks, and going severely under-resourced again and again, Eleanor was experiencing a climate shift. Its new principal was working closely with a former teacher who was now working towards her Ph.D. at the local university. As a result, Eleanor had become the site for a budding and tenacious school-university partnership unlike anything else in its state of Minnesota. Up until this point, this had meant mostly recruiting top teachers out of the university’s licensure program, improving support for collaborative teaching, and providing mentorship and professional development for teachers in their first few years until they, too, became mentors. The goal was to recognize and recruit the best teachers at the start of their careers, and to retain teachers who were willing and able to grow a critical and collaborative pedagogy atmosphere.

While Eleanor had miles to go, they were also starting to feel the effects of the partnership working. Its cadre of young teachers were bringing with←117 | 118→ them strategies for critical pedagogies, collective learning, and integrations of the arts. In part as a result of this and in part because of its efforts to support...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.