Reflections From White Teachers on Teaching Latinx Students in a Post-Trump America

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-2 - Teaching and the Role of Race, Space, and Place

Abstract

Working within the design-based research (DBR) paradigm, a Latinx-identifying researcher studies the experiences of three White-identifying elementary teachers as they collaboratively developed contextually-appropriate civics curriculum for use in Latinx-majority elementary classrooms. Findings indicate that because teachers did not share students’ lived experiences or identities, it was often difficult to select relevant public issues for inclusion in the unit. However, as the study progressed, teachers became more comfortable selecting relevant public issues for inclusion in the unit. Findings also indicate that larger socio-political contexts beyond the local community impacted the design and teaching processes.

Author

• William Toledo, University of Nevada - Reno