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The Latinization of U.S. schools : successful teaching and learning in shifting cultural contexts / Jason G. Irizarry with Project FUERTE.

By: Irizarry, Jason G.
Material type: TextTextSeries: Series in critical narratives: Publisher: Boulder, Colo. : Paradigm Publishers, c2011Description: xiii, 235 p. ; 24 cm.ISBN: 9781594519581 (alk. paper); 1594519587 (alk. paper); 9781594519598 (pbk. : alk. paper); 1594519595 (pbk. : alk. paper).Subject(s): Hispanic Americans -- Education | Hispanic Americans -- Education -- Social aspects | Hispanic American students -- Social conditions | Multiculturalism -- Study and teaching -- United StatesDDC classification: 371.829/68073
Contents:
Introduction: Teaching and learning in shifting cultural contexts: Paʹ que lo sepas --
Con un dedo no se tapa el sol: An overview of Latino education -- Latinization of U.S. schools: challenges and opportunities / with Susana Ulloa -- Ojos que no ven, corazon que no siente: Latino student identities -- Don't believe the hype: challenging deficit perspectives from the inside / with Carmen Ortiz -- How can you teach us if you don't really know us? Rethinking resistance in the classroom / with Jasmine Medina -- Who counts as Latino/a? Perspectives from a multiracial / multiethnic Latina / Tamara Rodriguez -- Quien siembra vientos, recoge tempestades: Policies and practices affecting Latino education -- "language police": teachers' responses to diverse language practices / with Kristina Nieves -- Making dreams reality for undocumented Latino students / with Alberto Juarez -- My home language is not "a problem" / with Natasha Martinez -- Why aren't more Latinos in college prep courses? A critique of tracking and academic apartheid / with Taína Vargas -- color of justice: rethinking school discipline and exclusion / with Ramiro Montañez -- No hay bien que de mal no venga: The transformative potential of YPAR -- From the "exception" to the "norm": research and personal reflections on Youth Participatory Action Research / with Anthony Acosta -- Border crossing: perspectives from a White teacher and teacher educator / Aja LaDuke -- YPAR as a shared journey and destination.
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Item type Current location Call number Status Date due Barcode
Book University of Texas At Tyler
Stacks - 3rd Floor
LC2669 .I75 2011 (Browse shelf) Available 0000002139509

Includes bibliographical references and index.

Introduction: Teaching and learning in shifting cultural contexts: Paʹ que lo sepas --

pt. I. Con un dedo no se tapa el sol: An overview of Latino education -- 1. The Latinization of U.S. schools: challenges and opportunities / with Susana Ulloa -- pt. II. Ojos que no ven, corazon que no siente: Latino student identities -- 2. Don't believe the hype: challenging deficit perspectives from the inside / with Carmen Ortiz -- 3. How can you teach us if you don't really know us? Rethinking resistance in the classroom / with Jasmine Medina -- 4. Who counts as Latino/a? Perspectives from a multiracial / multiethnic Latina / Tamara Rodriguez -- pt. III. Quien siembra vientos, recoge tempestades: Policies and practices affecting Latino education -- 5. The "language police": teachers' responses to diverse language practices / with Kristina Nieves -- 6. Making dreams reality for undocumented Latino students / with Alberto Juarez -- 7. My home language is not "a problem" / with Natasha Martinez -- 8. Why aren't more Latinos in college prep courses? A critique of tracking and academic apartheid / with Taína Vargas -- 9. The color of justice: rethinking school discipline and exclusion / with Ramiro Montañez -- pt. IV. No hay bien que de mal no venga: The transformative potential of YPAR -- 10. From the "exception" to the "norm": research and personal reflections on Youth Participatory Action Research / with Anthony Acosta -- 11. Border crossing: perspectives from a White teacher and teacher educator / Aja LaDuke -- Epilogue: YPAR as a shared journey and destination.

Reviews provided by Syndetics

CHOICE Review

The intent of this book is to analyze traditional school practices including tracking and disciplinary policies as such practices relate to and limit the educational opportunities of Latino students. Based on the work of Project FUERTE (Future Urban Educators conducting Research to Transform Teacher Education), Irizzarry (Neag School of Education, Univ. of Connecticut) and his high school coauthors use narrative to provide explanations for Latino student underachievement. Of particular interest are the deficit perspectives regarding Latino youth provided by Latina student-author Carmen Ortiz in response to the racist assumptions about Ortiz and other Latino students demonstrated by some of the faculty at her high school. The theme of faculty/student disconnect, based on cultural and linguistic differences, echoes throughout the book, culminating in the reflection in the final chapter written by a white graduate student/teacher whose understanding of the Latino/white dynamic evolved through her experiences with the Project FUERTE program. The epilogue provides an intriguing summary of the study that is central to the book. Summing Up: Recommended. Lower-division undergraduate collections. A. W. Petersen emeritus, Buena Vista University

Author notes provided by Syndetics

Jason G. Irizarry is an Assistant Professor of Multicultural Education in the Department of Curriculum and Instruction in the Neag School of Education, and he is Faculty Associate in the Institute for Puerto Rican and Latino Studies at the University of Connecticut.

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