|
This paper discusses constructing a curriculum for achieving educational equity for Latina/o students. A framework is presented that includes the curricular constructs of "to be," "to know," and "to know how to do the right thing". It argues that teachers and teacher educators must examine society in its diverse and pluralistic contexts, uncover oppressive relationships learned over time and the complexities of ethnic stereotypic markers, and must genuinely value all students. It concludes that teachers need to practice a world view that authentically promotes a liberatory education for Latina/o students, as well as all students. In that world view, teachers will engage Latina/o students in the teaching and learning enterprise exuding an ethic of caring and of respect. They will construct an implicit dignity as the foundation for Latina/o students' personal and academic success. Teachers will dare to understand and work with Latina/o students, and Latino/a students will dare to dismantle the many oppressive realities that they have become accustomed to and have many times accepted. This liberatory education will embrace curricular constructs that acknowledge and nurture multiplicity, plurality, and indeterminacy, replacing racism and linguicism with respect and dignity. (Contains 94 references.)
|
Sponsoring Agency: Hispanic Dropout Project
Language:
Formats Available: Printed Material
|
(Available online, click on "full text" button)
Hispanic Dropout Project
Office of Senator Jeff Bingaman
Suite 130
625 Silver Avenue, SW
Albuquerque, NM
87102Phone: (505) 346-6601
Email: senator_bingaman@bingaman.senate.gov
URL: http://www.ncela.gwu.edu/pubs/hdp/index.htm#materials
Languages Available: English
|
If you have used this item and would like to comment on it, please send a message With your comments to the CLAS Webmaster. In your message, please indicate the title, author, and CLAS Accession Number (see Bibliographic Information above) for the document.