34.034 - From Vygotsky to Critical Multiculturalism: A Call for Education Equity in San Antonio Schools

Session Type: Symposium

Abstract

This symposium examines long-standing educational inequalities in San Antonio public schools and across the nation. Drawing on interdisciplinary perspectives, the papers interrogate the persistence of unrepresentative curriculum and pedagogical exclusions that marginalize economically disadvantaged students. The presenters share pertinent data and literature that show disproportional exclusions of children of color. The papers highlight the importance of Vygotsky’s socio-constructivist theories (1978) and incorporate critical theories in curriculum, teacher education, post-structural Black feminist theories, critical literacy studies, and critical multicultural education. Drawing from Darder (2012), Freire (1970), Ladson-Billings (2006) and others, the papers conclude that public schools need to engage in curriculum and practices that interrupt social inequalities.

Sub Unit

• Division G - Social Context of Education / Division G - Section 2: Studies of diversity and variation with social contexts of education

Chair

• Teresa Mobley Sellers, The University of Texas - San Antonio

Papers

• Inequities in Quality Preschool Access - Melissa Siller, The University of Texas - San Antonio

• Reading the World Before Reading the Word: A Critical Analysis of Equity in Teacher Education - Reanna S. Roby, Michigan State University

• Why Is Children's Literature So Monolithic? - Socorro Garcia-Alvarado, The University of Texas - San Antonio

• Teachers of Emergent Literacy Learners From Economically Disadvantaged Situations - Teresa Mobley Sellers, The University of Texas - San Antonio

• Storytelling in Education: The Power of Mothers and Daughters Reconceptualizing Education - Raquel Cataldo, The University of Texas - San Antonio

Discussant

• Bekisizwe S. Ndimande, The University of Texas - San Antonio