Pedagogical Theory in Action: Cross-Study Themes of Social Justice Teaching for Latina/o Students

• In Event: 29.044 - Constructing Equitable Education That Is Critical and Culturally Relevant

Abstract

Through this paper we, Chicana/Mestiza/Mexican-American teacher educators and researchers, bring together our collective experiences and witnessing of teachers’ classroom pedagogies in order to illustrate, with concrete examples, four foundational components of social-justice based, caring pedagogies (Nel Noddings, 1990, 2001, 2013; Valenzuela, 1999). These include: (1) building personal connection with students, (2) mentoring, (3) establishing mutual respect, and (4) centering experiences of students as legitimate knowledge. Methodologically, we used reflection and meta-analysis (drawing from “theory in the flesh” (Moraga and Anzaldua, 1981)) to bring together our three separate qualitative studies and experiences. In identifying these core elements, we hope to help educators consider how to tailor their own pedagogies to best work with Latina/o students.

Authors

• Ganiva Reyes, Miami University - Oxford

• Racheal Rothrock, The University of Texas - Austin

• Blanca Gabriela Caldas, University of Minnesota - Twin Cities