Critical Pedagogies, Chicana/o Literature, and Immigrant Diasporas in a Secondary Classroom

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-13 - Youth Experiences With Settler Colonial Schooling

Abstract

Disproportionate academic achievement and schooling alienation continue to characterize the experiences of Latina/o immigrant students. Too often these realities are decontextualized from the dehumanizing and restrictive ways immigrant youth are taught in. Critical and sociocultural scholars have called for more rigorous and relevant curricula, which reflect the intellectual and cultural heritages of students, funds of knowledge, and which centralize issues of power. This study documents how a secondary teacher conceptualizes and enacts critical Chicana/o pedagogies with her Latina/o Studies Class in the San Francisco Bay Area. This approach served to leverage and extend students’ experiential knowledge and cultural practices in fostering a critical awareness of their immigrant family histories, political activism, and in strengthening academic literacies.

Author

• Rosa M. Jimenez, University of San Francisco