Critical Praxis Círculos: The Impact of Culturally Responsive Teacher Development.
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| 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] |
| Copyright of Taboo: The Journal of Culture & Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151034329 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Critical Praxis Círculos: The Impact of Culturally Responsive Teacher Development. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lomelí%2C+Raúl+S%2E%22">Lomelí, Raúl S.</searchLink><relatesTo>1</relatesTo><i> rsl.lomeli@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Taboo%3A+The+Journal+of+Culture+%26+Education%22">Taboo: The Journal of Culture & Education</searchLink>. Spring2021, Vol. 20 Issue 2, p120-141. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+competencies%22">Teacher competencies</searchLink><br />*<searchLink fieldCode="DE" term="%22School+libraries%22">School libraries</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+consciousness%22">Collective consciousness</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+capital%22">Cultural capital</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Taboo: The Journal of Culture & Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151034329 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 120 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: Classrooms Type: general – SubjectFull: Hispanic Americans Type: general – SubjectFull: Teacher competencies Type: general – SubjectFull: School libraries Type: general – SubjectFull: Culturally relevant education Type: general – SubjectFull: Collective consciousness Type: general – SubjectFull: Cultural capital Type: general Titles: – TitleFull: Critical Praxis Círculos: The Impact of Culturally Responsive Teacher Development. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lomelí, Raúl S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 10805400 Numbering: – Type: volume Value: 20 – Type: issue Value: 2 Titles: – TitleFull: Taboo: The Journal of Culture & Education Type: main |
| ResultId | 1 |
