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Countering racist nativism through a liberating pedagogy of praxis.

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Title: Countering racist nativism through a liberating pedagogy of praxis.
Authors: Casanova, Carlos R.1 ccasano3@asu.edu, Domínguez, Ashley D.1,2
Source: Anthropology & Education Quarterly. Mar2024, Vol. 55 Issue 1, p43-64. 22p.
Subject Terms: *Racism in education, *Teaching, *High school students, Nativism, Latin American students, Critical race theory, Intergenerational communication, Solidarity
Abstract: This article uses a framework that combines LatCrit theory, racist nativism, and liberating pedagogy of praxis (LPP) to examine how a community youth program's LPP practices countered the racist nativism Latinx youth experience in their high school. LPP practices challenged racist nativism by creating a space where Latinx youth faced each other in circles to engage in authentic collective intergenerational dialogue about lived experiences of racist nativism, which cultivated solidarity and a call to action. [ABSTRACT FROM AUTHOR]
Copyright of Anthropology & Education Quarterly is the property of Wiley-Blackwell 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.)
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  Data: *<searchLink fieldCode="DE" term="%22Racism+in+education%22">Racism in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Nativism%22">Nativism</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+American+students%22">Latin American students</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink><br /><searchLink fieldCode="DE" term="%22Intergenerational+communication%22">Intergenerational communication</searchLink><br /><searchLink fieldCode="DE" term="%22Solidarity%22">Solidarity</searchLink>
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  Data: This article uses a framework that combines LatCrit theory, racist nativism, and liberating pedagogy of praxis (LPP) to examine how a community youth program's LPP practices countered the racist nativism Latinx youth experience in their high school. LPP practices challenged racist nativism by creating a space where Latinx youth faced each other in circles to engage in authentic collective intergenerational dialogue about lived experiences of racist nativism, which cultivated solidarity and a call to action. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Anthropology & Education Quarterly is the property of Wiley-Blackwell 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.)
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        Value: 10.1111/aeq.12476
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        Text: English
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        PageCount: 22
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      – SubjectFull: Racism in education
        Type: general
      – SubjectFull: Teaching
        Type: general
      – SubjectFull: High school students
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      – SubjectFull: Nativism
        Type: general
      – SubjectFull: Latin American students
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      – SubjectFull: Critical race theory
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      – SubjectFull: Intergenerational communication
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      – SubjectFull: Solidarity
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              Text: Mar2024
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