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The Intersectionality of Border Pedagogy and Latino/a Youth: Enacting Border Pedagogy in Multiple Spaces

The Intersectionality of Border Pedagogy and Latino/a Youth: Enacting Border Pedagogy in Multiple... <p>Abstract:</p><p> In this one-year qualitative study, the authors examined how border pedagogy is enacted by two Latino/a high school teachers in a border community in Southern California. Through classroom observations, the authors documented powerful student discussions that named complex borders (Giroux, 1992) that existed in their daily lives. We drew from <i>conocimientos</i> (understandings) (Anzaldúa, 1987), <i>conscientizacíon</i> (critical consciousness) (Freire, 1970), and <i>cariño</i> (authentic care) (Valenzuela, 1999) as theoretical lenses to inform this study. </p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

The Intersectionality of Border Pedagogy and Latino/a Youth: Enacting Border Pedagogy in Multiple Spaces

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157

Abstract

<p>Abstract:</p><p> In this one-year qualitative study, the authors examined how border pedagogy is enacted by two Latino/a high school teachers in a border community in Southern California. Through classroom observations, the authors documented powerful student discussions that named complex borders (Giroux, 1992) that existed in their daily lives. We drew from <i>conocimientos</i> (understandings) (Anzaldúa, 1987), <i>conscientizacíon</i> (critical consciousness) (Freire, 1970), and <i>cariño</i> (authentic care) (Valenzuela, 1999) as theoretical lenses to inform this study. </p>

Journal

The High School JournalUniversity of North Carolina Press

Published: Apr 23, 2016

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