Culturally Relevant Pedagogy: Latinx Students Inform Teacher Professional Development on Critical Consciousness

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Exploring Linguistic Diversity and Critical Consciousness for Preservice and In-Service Teacher Development

Abstract

This qualitative study explores the significance of Culturally Relevant Pedagogy, specifically Critical Consciousness, to the academic development of minoritized students. Drawing on 16 discussion meetings with 10 Latinx students, this paper assumes that students are experts on their academic experiences. Students demonstrated that when invited, they could make invaluable contributions to discussions concerning their learning. They described instances when they felt engaged and supported in the classroom, as well as issues that got in the way of their learning. The information obtained from this study will be used for staff development to help teachers understand how socioeconomic factors impact learning, how we can create opportunities to integrate student voice, and how to cultivate critical consciousness in our practice.

Author

• Florita Cotto, Paterson Public Schools