'Counterstory Mapping Our City': Teachers Reckoning with Latinx Students' Knowledges, Cultures, and Communities
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| Title: | 'Counterstory Mapping Our City': Teachers Reckoning with Latinx Students' Knowledges, Cultures, and Communities |
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| Language: | English |
| Authors: | Dyke, Erin, El Sabbagh, Jinan, Dyke, Kevin |
| Source: | International Journal of Multicultural Education. 2020 22(2):30-45. |
| Availability: | International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Hispanic American Students, Middle School Students, Urban Schools, Charter Schools, High School Students, Maps, Faculty Development, High School Teachers, Middle School Teachers, Critical Theory, Race, Media Literacy, Cultural Influences, Misconceptions, Teacher Attitudes, Attitude Change |
| ISSN: | 1934-5267 |
| Abstract: | The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students' counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1297716 |
| Database: | ERIC |
| Abstract: | The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students' counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement. |
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| ISSN: | 1934-5267 |
