Viva Emiliano Zapata! Viva Benito Juarez! Helping Mexican and Chicano Middle School Students Develop a Chicano Consciousness via Critical Pedagogy and Latino/Latina Critical Race Theory
| dc.contributor.author | Casas, Martha | |
| dc.date.accessioned | 2012-04-18T22:18:48Z | |
| dc.date.available | 2012-04-18T22:18:48Z | |
| dc.date.issued | 2006 | |
| dc.identifier.issn | 0732-7749 | |
| dc.identifier.uri | http://hdl.handle.net/10150/219198 | |
| dc.description.abstract | This article describes how an anti-racist curriculum constructed on Critical Race Theory (CRT) and Latino Critical Pedagogy (LatCrit) helped Mexican and Chicano middle school students enrolled in an alternative education program to alter their attitudes toward the use of English, and to change their forms of self-identification resulting in the development of a Chicano consciousness. In the beginning of this fourteen-month study, 9.6% of the students identified with the Chicano label. However, at the end of the study, 77% of the class selected the Chicano label for self-identification. Moreover, this investigation bridges the theoretical concepts of Critical Pedagogy to everyday practice in a middle school classroom. In short, the tenets of this theoretical framework were applied in the design and the implementation of the curriculum. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | University of Arizona, Mexican American Studies and Research Center | en_US |
| dc.relation.ispartofseries | MASRC Working Paper Series; 33 | en_US |
| dc.relation.url | http://mas.arizona.edu/node/658 | en_US |
| dc.rights | The MASRC Working Paper Series © The Arizona Board of Regents | en_US |
| dc.subject | Critical pedagogy -- United States -- Case studies | en_US |
| dc.subject | Mexican Americans -- Ethnic identity | en_US |
| dc.title | Viva Emiliano Zapata! Viva Benito Juarez! Helping Mexican and Chicano Middle School Students Develop a Chicano Consciousness via Critical Pedagogy and Latino/Latina Critical Race Theory | en_US |
| dc.type | text | |
| dc.type | Book | |
| dc.contributor.department | University of Texas, El Paso, Teacher Education Department | en_US |
| dc.identifier.oclc | 793455574 | |
| dc.description.collectioninformation | The goal of the Mexican American Studies & Research Center's Working Paper Series is to disseminate recent research on the Mexican American experience. The Center welcomes papers from the social sciences, public policy fields, and the humanities. Areas of particular interest include economic and political participation of Mexican Americans, health, immigration, and education. The Mexican American Studies & Research Center assumes no responsibility for statements or opinions of contributors to its Working Paper Series. | en_US |
| refterms.dateFOA | 2018-06-26T00:09:04Z | |
| html.description.abstract | This article describes how an anti-racist curriculum constructed on Critical Race Theory (CRT) and Latino Critical Pedagogy (LatCrit) helped Mexican and Chicano middle school students enrolled in an alternative education program to alter their attitudes toward the use of English, and to change their forms of self-identification resulting in the development of a Chicano consciousness. In the beginning of this fourteen-month study, 9.6% of the students identified with the Chicano label. However, at the end of the study, 77% of the class selected the Chicano label for self-identification. Moreover, this investigation bridges the theoretical concepts of Critical Pedagogy to everyday practice in a middle school classroom. In short, the tenets of this theoretical framework were applied in the design and the implementation of the curriculum. |
