Subtractive Schooling, Social Capital, and Relationships as Perpetuators of Hegemony on Latino Education

• In Event: Roundtable Session 5
  In Roundtable Session: Critical Perspectives on Globalization: Rethinking Educational Policy and Practice

Abstract

The goal of this paper is to use critical theory to explore how factors such as subtractive schooling, relationships and social capital contribute to the perpetuation of hegemony in the curriculum used with Latino students through the use of autobiographical inquiry taking my experiences as a first generation Mexican immigrant, as an educator in a border town with a large Latino population and a doctoral student. Additionally, a discussion about what can be done in order to transform the curriculum in order to better serve Latino students will take place. Consideration will be given to dual language programs as part of the transformative effort that could open the doors to equity in the curriculum.

Author

• Brenda Iveth Lyne