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dc.contributor.advisorShort, Kathy
dc.contributor.authorSerrano, Angelica
dc.creatorSerrano, Angelica
dc.date.accessioned2020-02-04T22:50:24Z
dc.date.available2020-02-04T22:50:24Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/10150/636924
dc.description.abstractThis teacher research study examines literature discussions with fourth and fifth grade Latinx students about books that reflect Latinx experiences. For this study, the following questions are explored (1) What social issues do students discuss in literature groups? (2) How do literary response strategies influence student dialogue? And (3) How does my theoretical frame influence my decision making as a teacher? Theories that informed the construction of the literature discussions and the decision making occurring throughout the study are examined closely. The theories intertwine and bridge education and students’ experiences as a resource in learning more about the educational setting. In this study, the discussions of students and the literature response strategies are explored as the data is analyzed to examine the student discussions around issues of immigration, family separation, borders, and so much more. The findings in this study indicate that the experiences of Latinx students are integral to the educational setting and an education that invites who they are enhances their learning experiences. Latinx students are eager for learning opportunities that invite their voices and stories. It is through the construction and assessment of the educational setting that educators can promote culturally responsive, relevant, and sustaining teaching experiences that go beyond the classroom setting. Latinx students build relationships with each other and their teachers as they engage in discussions that allow them to share and learn with each other. This study is a reminder of the crucial role teachers play in creating such powerful spaces and the value that Latinx students bring into the classroom when invited to discuss, engage, and create powerful learning experiences.
dc.language.isoen
dc.publisherThe University of Arizona.
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
dc.subjectAction
dc.subjectCulturally Relevant Literature
dc.subjectCulturally Responsive Pedagogy
dc.subjectLatinx students
dc.subjectLiterature Discussions
dc.subjectTransformation
dc.titleEncouraging Dialogue around Social Issues with Latinx Students Through Literature Discussion and Culturally Relevant Literature
dc.typetext
dc.typeElectronic Dissertation
thesis.degree.grantorUniversity of Arizona
thesis.degree.leveldoctoral
dc.contributor.committeememberBrochin, Carol
dc.contributor.committeememberDurán, Leah
dc.contributor.committeememberYaden, David
thesis.degree.disciplineGraduate College
thesis.degree.disciplineLanguage, Reading & Culture
thesis.degree.nameEd.D.
refterms.dateFOA2020-02-04T22:50:24Z


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