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Cultura en Cuarentena: LatCrit Perspectives on Culturally Relevant Education during COVID-19.

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Title: Cultura en Cuarentena: LatCrit Perspectives on Culturally Relevant Education during COVID-19.
Authors: Shook, Lauren Mena (AUTHOR), Unda, María del Carmen (AUTHOR), Lizárraga-Dueñas, Lizeth I. (AUTHOR)
Source: American Journal of Education. Feb2025, Vol. 131 Issue 2, p161-188. 28p.
Subject Terms: *School districts, *Hispanic American students, *Culturally relevant education, *COVID-19 pandemic, *Teacher burnout
Abstract: Purpose: Although culturally relevant education (CRE) practices support student achievement, particularly for students of color, these practices are rarely adopted or effectively implemented in US schools. This study examines what policies facilitate or impede Latinx teachers' use of CRE practices. Research Methods/Approach: Utilizing Latina/o critical race theory (LatCrit), we analyze pláticas and semistructured interviews with 11 public school, Latinx educators from the 2020–21 academic year. These pláticas were situated in the context of Eagle Academy, a Saturday cultural and language revitalization program that partners with the local school district. Findings: We find that high-stakes accountability systems that center Eurocentric curricular standards greatly reduce the ability of instructors to implement CRE. In addition, teacher burnout prevents the implementation of CRE, particularly when associated with teacher's intersectional identities. Conversely, CRE was most successfully implemented when working outside the settler-colonial system of education or where it converged with the interests of the existing K–12 system. Implications: These findings suggest that challenges in implementing CRE are indicative of deep fissures between culturally responsive approaches and traditional schooling. States must address the underlying racial frameworks guiding student and district assessments that disincentivize CRE. LatCrit suggests that the culture of Latinx students and teachers continues to be constructed as foreign within a Eurocentric school context that centers Whiteness and that education leaders and policy makers must actively engage in reflective practices aimed at recognizing the limitations of interest convergence when implementing CRE. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Education is the property of University of Chicago 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: Cultura en Cuarentena: LatCrit Perspectives on Culturally Relevant Education during COVID-19.
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  Data: <searchLink fieldCode="AR" term="%22Shook%2C+Lauren+Mena%22">Shook, Lauren Mena</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Unda%2C+María+del+Carmen%22">Unda, María del Carmen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lizárraga-Dueñas%2C+Lizeth+I%2E%22">Lizárraga-Dueñas, Lizeth I.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Education%22">American Journal of Education</searchLink>. Feb2025, Vol. 131 Issue 2, p161-188. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22Hispanic+American+students%22">Hispanic American students</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+burnout%22">Teacher burnout</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Purpose: Although culturally relevant education (CRE) practices support student achievement, particularly for students of color, these practices are rarely adopted or effectively implemented in US schools. This study examines what policies facilitate or impede Latinx teachers' use of CRE practices. Research Methods/Approach: Utilizing Latina/o critical race theory (LatCrit), we analyze pláticas and semistructured interviews with 11 public school, Latinx educators from the 2020–21 academic year. These pláticas were situated in the context of Eagle Academy, a Saturday cultural and language revitalization program that partners with the local school district. Findings: We find that high-stakes accountability systems that center Eurocentric curricular standards greatly reduce the ability of instructors to implement CRE. In addition, teacher burnout prevents the implementation of CRE, particularly when associated with teacher's intersectional identities. Conversely, CRE was most successfully implemented when working outside the settler-colonial system of education or where it converged with the interests of the existing K–12 system. Implications: These findings suggest that challenges in implementing CRE are indicative of deep fissures between culturally responsive approaches and traditional schooling. States must address the underlying racial frameworks guiding student and district assessments that disincentivize CRE. LatCrit suggests that the culture of Latinx students and teachers continues to be constructed as foreign within a Eurocentric school context that centers Whiteness and that education leaders and policy makers must actively engage in reflective practices aimed at recognizing the limitations of interest convergence when implementing CRE. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Education is the property of University of Chicago 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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      – SubjectFull: Hispanic American students
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              Text: Feb2025
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