Con Respeto y Cariño: Sociopolitical Consciousness and Practices in the Education of Latino Students

Session Type: Symposium

Abstract

For many Latinos, schools continue to be sites of contestation and struggle (San Miguel & Donato, 2010). Given the growing presence of Latinos in schools across the nation (Darder & Torres, 2014), as well as the growing number of transborder Latinos who find themselves in Mexican schools (González-Barrera, 2015), attention must be paid to the ideologies informing classroom practice and relationships with students and families. This symposium presents research that supports the calls for sociopolitical consciousness in the education of Latinos (Bartolomé, 1994; Freire, 2005), and advances a call for culturally sustaining pedagogies (Paris, 2012) and practices rooted in respeto y cariño (Bartolomé, 2008; Valdés, 1996).

Sub Unit

• SIG-Bilingual Education Research

Chair

• Lilia I. Bartolome, University of Massachusetts - Boston

Papers

• Pedagogía casera: Teaching and Learning Practices Within Latino Homes That Support Emergent Bilinguals' Language Education - Lorena Mancilla, University of Wisconsin - Madison

• Cultivating Pedagogical Clarity: Bilingual Teachers' Changing Views of Literacy Pedagogy as Influenced by Critical Dialogue - Susana Ibarra Johnson, New Mexico State University

• Pedagogía con cariño: Teacher Embodiment of Sociopolitical Advocacy Through Pedagogical Practices - Mariana Castro, University of Wisconsin - Madison

• "They're Leading Me": Teacher Practices and Dispositions for Caring and Critical Consciousness - Luis Ernesto Poza, San José State University

• Teaching Transborder Students: Perspectives From Educators in Mexico - Tatyana Kleyn, City College of New York - CUNY

Discussant

• Guadalupe Valdes, Stanford University