Antiracist Pedagogy and Empowerment in a Bilingual Classroom in the U.S., circa 2006

Autor/in	Lopez, Nancy
Titel	Antiracist Pedagogy and Empowerment in a Bilingual Classroom in the U.S., circa 2006
Quelle	In: Theory Into Practice, 47 (2008) 1, S.43-50 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Bilingual Education; Grade 9; Educational Environment; Immigrants; Racial Attitudes; Racial Integration; Latin Americans; Multicultural Education; Instructional Development; Classroom Techniques; Critical Theory; Case Studies + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; School year 09; 9. Schuljahr; Schuljahr 09; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Immigrant; Immigrantin; Immigranten; Rassenfrage; Rassenintegration; Latin America; People; Lateinamerika; Bevölkerung; Volk; Multikulturelle Erziehung; Teaching improvement; Unterrichtsentwicklung; Klassenführung; Kritische Theorie; Case study; Fallstudie; Case Study
Abstract	How can teachers and administrators improve the educational environment for Latino/as and other racially stigmatized youth? What does antiracist pedagogy for Latino/a immigrant youth look like? This article describes the thought, action, and reflection employed by a bilingual 9th grade teacher in the Southwest. Antiracist pedagogical strategies include creating an empowering classroom physical space, articulating an antiracist discourse, and encouraging students to resist oppression through civic participation and activism. The author argues that antiracist pedagogy that is anchored in empowering Latino/a immigrant youth is a key part of creating welcoming school spaces that nurture the resilience of Latino/a youth and their families. (Contains 2 notes.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10