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PAR EntreMundos

A Pedagogy of the Américas

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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.

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Part III: PAR EntreMundos in the Context of Grow-Your-Own Initiatives

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·Part III·

PAR EntreMundos in the Context of Grow-Your-Own Initiatives

Presented in this third section of the book is a discussion of how PAR was utilized within the context of two different grow-your-own teacher education initiatives. We begin with Irizarry’s FUERTE project, addressing the underrepresentation of people of color in the teaching profession through high school classroom PAR experiences which invite a critical examination of education. This experience, in turn, helps inspire critically conscious students of color to consider teaching as a social justice profession. Developed, in part, as a result of the previous work on a PAR EntreMundos framework with NLERAP, Baker and Berta-Ávila’s chapter offers portraits of teacher candidates participating in the Bilingual Multicultural Education Department (BMED) of Teacher Credentialing. They articulate the ways in which PAR approaches can be used in teacher education, as part of a cohesive social justice-oriented curriculum. Following this is a next generation application of PAR from a teacher education course to a high school classroom, with Gonzalez’s reflections on the work of PAR EntreMundos in his experience as a high school educator. Taken together, Chapters 9 and 10 provide a snapshot of PAR EntreMundos as a multilayered experience shared between generations of students and educators.←135 | 136→ ←136 | 137→

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