Critical Praxis Círculos: The Impact of Culturally Responsive Teacher Development.

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Bibliographic Details
Title:	Critical Praxis Círculos: The Impact of Culturally Responsive Teacher Development.
Authors:	Lomelí, Raúl S.¹ rsl.lomeli@gmail.com
Source:	Taboo: The Journal of Culture & Education. Spring2021, Vol. 20 Issue 2, p120-141. 22p.
Subject Terms:	Teacher development, Classrooms, Hispanic Americans, Teacher competencies, School libraries, Culturally relevant education, Collective consciousness, Cultural capital
Abstract:	The significant changes in school demographics across the nation indicate the rapid growth of the Latino population and an urgency to support Latinx students in K-12 and beyond (Glass, 2008). The demographic shifts, traditional notions of cultural capital, and the persistence of deficit-thinking contribute to educational challenges for Latinx students. Academic outcomes are higher and social benefits are stronger, whenever teachers employ culturally responsive teaching in the classroom (Cammarota, 2014; Covarrubias, 2017; Gay, 2010; Ladson-Billings, 1995; Paris, 2012). Even though such practices and approaches have demonstrated success, they are not being practiced and replicated in many parts of the country. Furthermore, it is not clear as to how administrators and teachers can work together to ensure that culturally responsive practices are discussed, learned, and employed in school settings. This study sheds light on the process of participating in administrator-teacher praxis círculos (circles) to develop collective critical consciousness and strengthen culturally relevant teacher competencies. The study followed a participatory action methodological approach, where I as the principal and researcher worked alongside teachers to nurture educator dispositions for implementing a Community Cultural Wealth (CCW) informed praxis. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The significant changes in school demographics across the nation indicate the rapid growth of the Latino population and an urgency to support Latinx students in K-12 and beyond (Glass, 2008). The demographic shifts, traditional notions of cultural capital, and the persistence of deficit-thinking contribute to educational challenges for Latinx students. Academic outcomes are higher and social benefits are stronger, whenever teachers employ culturally responsive teaching in the classroom (Cammarota, 2014; Covarrubias, 2017; Gay, 2010; Ladson-Billings, 1995; Paris, 2012). Even though such practices and approaches have demonstrated success, they are not being practiced and replicated in many parts of the country. Furthermore, it is not clear as to how administrators and teachers can work together to ensure that culturally responsive practices are discussed, learned, and employed in school settings. This study sheds light on the process of participating in administrator-teacher praxis círculos (circles) to develop collective critical consciousness and strengthen culturally relevant teacher competencies. The study followed a participatory action methodological approach, where I as the principal and researcher worked alongside teachers to nurture educator dispositions for implementing a Community Cultural Wealth (CCW) informed praxis. [ABSTRACT FROM AUTHOR]
ISSN:	10805400