| Description |
xiii, 235 pages ; 24 cm. |
| Series |
Series in critical narrative |
|
Series in critical narratives.
|
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Introduction: Teaching and learning in shifting cultural contexts: Paʹ que lo sepas. |
|
pt. I. Con un dedo no se tapa el sol: An overview of Latino education -- 1. The Latinization of U.S. schools: challenges and opportunities / with Susana Ulloa -- pt. II. Ojos que no ven, corazon que no siente: Latino student identities -- 2. Don't believe the hype: challenging deficit perspectives from the inside / with Carmen Ortiz -- 3. How can you teach us if you don't really know us? Rethinking resistance in the classroom / with Jasmine Medina -- 4. Who counts as Latino/a? Perspectives from a multiracial / multiethnic Latina / Tamara Rodriguez -- pt. III. Quien siembra vientos, recoge tempestades: Policies and practices affecting Latino education -- 5. The "language police": teachers' responses to diverse language practices / with Kristina Nieves -- 6. Making dreams reality for undocumented Latino students / with Alberto Juarez -- 7. My home language is not "a problem" / with Natasha Martinez -- 8. Why aren't more Latinos in college prep courses? A critique of tracking and academic apartheid / with Taína Vargas -- 9. The color of justice: rethinking school discipline and exclusion / with Ramiro Montañez -- pt. IV. No hay bien que de mal no venga: The transformative potential of YPAR -- 10. From the "exception" to the "norm": research and personal reflections on Youth Participatory Action Research / with Anthony Acosta -- 11. Border crossing: perspectives from a White teacher and teacher educator / Aja LaDuke -- Epilogue: YPAR as a shared journey and destination. |
| Summary |
From the publisher. Fueled largely by significant increases in the Latino population, the racial, ethnic, and linguistic texture of the United States is changing rapidly. Nowhere is this "Latinization" of America more evident than in schools. Dramatic population growth among Latinos in the United States in recent decades has not been accompanied by similar sizeable gains in the academic achievement of this group. Data regarding the academic achievement of Latino students are alarming. Estimates suggest that approximately half of Latino students fail to complete high school, and too few enroll in and complete college. As educators, researchers, and policymakers search for solutions to address the underachievement of Latino youth in schools, they often ignore the perspectives of those most directly affected by the problem -- namely Latino youth themselves. In contrast, The Latinization of U.S. Schools moves beyond general statistical portraits and centers on the voices of youth to critically examine how a group of Latino students makes meaning of policies and practices within schools, such as tracking and the virtual exclusion of Latinos from the curriculum. These perspectives, although often suppressed within schools, expose an inequitable opportunity structure that results in depressed academic performance for many Latino youth. Perhaps most significant, each chapter concludes with empirically based recommendations for educators seeking to improve their practice with Latino youth stemming from a multiyear participatory action research project conducted by Irizarry and the student contributors to the text. |
| Subject |
Hispanic Americans -- Education.
|
|
Hispanic Americans -- Education -- Social aspects.
|
|
Hispanic American students -- Social conditions.
|
|
Multiculturalism -- Study and teaching -- United States.
|
|
Hispanic Americans -- Education.
(OCoLC)fst00957546
|
|
Multiculturalism -- Study and teaching. (OCoLC)fst01028852
|
|
United States. (OCoLC)fst01204155
|
| ISBN |
9781594519581 (alk. paper) |
|
1594519587 (alk. paper) |
|
9781594519598 (pbk. ; alk. paper) |
|
1594519595 (pbk. ; alk. paper) |
|
