Ulteriori informazioni
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.
Sommario
List of Tables - List of Figures - Acknowledgements - Foreword by Sonia Nieto - Introduction - Part I: Roots & Principles of PAR EntreMundos - Julio Cammarota/Jennifer Ayala/Melissa Rivera/Louie F. Rodríguez/Margarita Ines Berta-Ávila/María Elena Torre: Theoretical Lineages & Guiding Principles Julio Cammarota, Jennifer Ayala, Melissa Rivera, Louie - Part II: PAR EntreMundos in Action - Louie F. Rodríguez: The Praxis Project: Participatory Research Advocating for Excellence in Schools - Julio Cammarota: The Social Justice Education Project in Tucson, Arizona - Melissa Rivera/Cristina Medellin-Paz/Pedro Pedraza: A Creative Justice Approach to Learning - Jennifer Ayala/Mayida Zaal/Francisco De Jesus/Stan Karp: The New Jersey Urban Youth Research Initiative - Edwin Mayorga: Education in Our Barrios Project, #BarrioEdProj - Jenna Cushing-Leubner/Jennifer Eik: Our Wild Tongues: Language Justice and Youth Research - Part III: PAR EntreMundos in the Context of Grow-Your-Own Initiatives - Jason G. Irizarry: Participatory Action Research as a Pathway Into the Teaching Profession for Latinx and African-American Youth - Susan Baker/Margarita Berta-Ávila: PAR EntreMundos: A "Critical" Approach for Latinx Teacher Preparation - Rubén A. González: "Students With Big Dreams That Just Need a Little Push": Self-Empowerment, Activism, & Institutional Change Through PAR EntreMundos - Conclusion - Appendices - Editor Bios - Contributor Bios - Index.
Info autore
Jennifer Ayala is a professor in the School of Education at Saint Peter¿s University and director of the college¿s Center for Undocumented Students. Julio Cammarota is an associate professor in multicultural education at Iowa State University. Margarita I. Berta-Ávila is a professor in the College of Education at Sacramento State University. Melissa Rivera is a scholar who conducts, teaches, and writes about participatory action research (PAR). Louie F. Rodríguez is an associate professor of educational policy analysis and leadership and education, society, and culture in the Graduate School of Education at the University of California, Riverside. María Elena Torre is the founding director of the Public Science Project and faculty member in critical psychology and urban education at the Graduate Center of the City University of New York.
Riassunto
PAR EntreMundos: A Pedagogy of the Americas challenges the standard narratives of "achievement" to think about how Latinx students can experience an education that forges new possibilities of liberation and justice.
Relazione
"PAR EntreMundos: A Pedagogy of the Américas draws upon Freirean praxis, critical race and borderland theories, South American liberation psychologies, and social movement histories to propose pedagogical practices that disrupt and dismantle traditional academic binaries between the researcher/researched, expert/novice, and institution/community. Latin communities in the U.S. are looking for ways to use education to empower a new generation of student leaders. This volume provides several powerful examples of how this is being done right now in schools and communities throughout the U.S. For those who want to use education as a means to challenge discrimination and marginalization, this book will serve as an invaluable resource." -Pedro Noguera, Distinguished Professor of Education at the Graduate School of Education and Information Studies at UCLA
