Beginning With<i>El Barrio:</i>Learning From Exemplary Teachers of Latino Students

Irizarry, Jason G.; Raible, John

doi:10.1080/15348431.2011.581102

Cited by 43 publications

(27 citation statements)

References 11 publications

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“…Moreover, Irizarry & Raible (2011) believe that, despite recruiting Latino teachers is imperative, hiring non-Latino teachers, and providing them with the knowledge their students face suggest they are committed to changing students' learning environments to facilitate success" Lucas 2002, as cited in Sosa andGomez, 2012: 893).…”

Section: Teachersmentioning

confidence: 99%

“…Additionally, researchers concurred that teachers' empirical experience make a significant difference in the classroom. Therefore, teachers who have lived with Latino families have shown more reliability than those teachers that only know social justice and equity from an academic perspective (Ladson-Billings 1995;Zeichnet et al 1998;Villegas and Lucas 2002;and Irizarry and Raible 2011).…”

Section: Teachersmentioning

confidence: 99%

“…Culturally responsive pedagogy (Irizarry and Raible 2011) was the leadership strategy that resonated to empower Latino students. Culturally responsive pedagogy "helps students to accept and affirm their cultural identity while developing critical perspectives that challenge inequities that schools (and other institutions) perpetuate" (Ladson-Billings 1995: 469).…”

Section: Culturally Responsive Pedagogymentioning

confidence: 99%

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Reshaping Hispanic Cultures. 2016 Instituto Cervantes Symposium on Recent Scholarship. Vol. II. Language Teaching

Fernández¹,

Hernández-Nieto²

2017

IO/OR

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El Instituto Cervantes en la Universidad de Harvard nació con la finalidad de promover el conocimiento sobre la lengua española y la comunidad hispana en los Estados Unidos. Esa promoción incluye el aliento para que los estudiantes se acerquen al ámbito del español, del hispanismo y de la ciencia que se expresa en español; incluye también el apoyo a investigaciones preocupadas, de un modo u otro, por esos mismos temas; incluye, en definitiva, la difusión de la lengua y la cultura hispanas en el entorno de la Universidad de Harvard y, por extensión, de la prestigiosa comunidad universitaria de Massachusetts.Con esta intención en el ánimo, el Instituto Cervantes en Harvard organiza los simposios denominados «Reshaping Hispanic Cultures», cuya primera edición se celebró en 2016. Estos encuentros se conciben como un espacio para la presentación de propuestas y el intercambio intelectual. Los convocados son estudiantes, profesores y todos los interesados en dar a conocer sus estudios, materiales e investigaciones sobre las culturas hispánicas en su sentido más amplio. Una de sus peculiaridades, sin embargo, es que el espacio está abierto a estudios incipientes, a nuevos investigadores, a propuestas en desarrollo. En cierto modo, el simposio se ofrece como banco de pruebas para que puedan presentarse y debatirse, en sus fases iniciales, investigaciones relativas al espacio hispano, en todas sus dimensiones, y como foro para que nuevos estudiosos acumulen una experiencia académica que enriquezca su desarrollo personal y profesional. Instituto Cervantes at FAS -Harvard University © Instituto Cervantes at the Faculty of Arts and Sciences of Harvard University 4Estas páginas ofrecen el fruto de algunos de los trabajos presentados en el simposio celebrado en 2016, que tuvo lugar en Harvard, en las dependencias delObservatorio de la lengua española y las culturas hispánicas en los EstadosUnidos. Estos estudios, variados en sus temas y metodologías, se publican tras recibir los correspondientes dictámenes positivos. Los autores proceden de diferentes universidades y de distintos países, lo que interpretamos como prueba del interés que la iniciativa del simposio ha suscitado en el ámbito del hispanismo. No han podido publicarse todas las comunicaciones presentadas en el simposio, pero las que aquí se ofrecen reflejan el excelente nivel de los participantes que acudieron a la llamada del Instituto Cervantes.Decía Cervantes, en la segunda parte del Quijote, que cada uno es artífice de su ventura. Confiamos en que la ventura de esta publicación sea buena y que asimismo se transfiera a las futuras ediciones del simposio «Reshaping Hispanic Cultures», en el que tanta ilusión y trabajo hemos depositado.Francisco Moreno-Fernández Instituto Cervantes at FAS -Harvard University © Instituto Cervantes at the Faculty of Arts and Sciences of Harvard University 5 PresentationThe Cervantes Institute at Harvard University was founded with the objective of promoting knowledge of the Spanish Language and of the Hispanic community in the United...

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Section: Teachersmentioning

confidence: 99%

Section: Teachersmentioning

confidence: 99%

Section: Culturally Responsive Pedagogymentioning

confidence: 99%

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Reshaping Hispanic Cultures. 2016 Instituto Cervantes Symposium on Recent Scholarship. Vol. II. Language Teaching

Fernández¹,

Hernández-Nieto²

2017

IO/OR

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“…Yet, increasingly I am plagued by the urgency of locating, supporting, producing many more teachers like those described by Ladson-Billings (1995), Irizarry andRaible (2011), Jupp (2013) and Milner (2010) because these are the teachers minoritized students need -students who now make up majorities across the US. Certainly, some of these teachers will be White people who grapple with race from a racialized location of power and privilege that they recognize.…”

mentioning

confidence: 99%

Wrestling with problematics of whiteness in teacher education

Sleeter¹

2016

International Journal of Qualitative Studies in Education

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“…Furthermore, a series of studies centered on citizenship education and diverse youth (Irizarry & Raible, 2011;Salinas & Franquiz, 2011) have documented that a culturally irrelevant curriculum, lack of multicultural resources, and an (in)effective social studies teacher have historically shaped the notions of citizenship for newcomer youth. Hence, newcomer youth assimilate to norms associated with U.S. schools, consequently molding students' beliefs about citizenship.…”

mentioning

confidence: 99%

Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York

Ramirez

Jaffee

2016

IJME

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This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to support newcomer students' understanding of and engagement in active citizenship in their local community(ies).

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Beginning WithEl Barrio:Learning From Exemplary Teachers of Latino Students

Cited by 43 publications

References 11 publications

Reshaping Hispanic Cultures. 2016 Instituto Cervantes Symposium on Recent Scholarship. Vol. II. Language Teaching

Reshaping Hispanic Cultures. 2016 Instituto Cervantes Symposium on Recent Scholarship. Vol. II. Language Teaching

Wrestling with problematics of whiteness in teacher education

Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York

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