Culture and Power in the Classroom: Educational Foundations for the Schooling of Bicultural Students

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Latinos, Education, and the Church: Toward a Culturally Democratic Future

The article provides a comprehensive critical analysis of key issues that are deeply salient to an examination of the relationship of Latinos, education and the Church. The status of Latinos and their educational participation in the United States is systematically presented through a critical theoretical lens that brings questions of historical, political, and economic inequalities and their consequences to the center of this interpretive interrogation. With this foundational piece in place, the article moves to the concept of cultural democracy as an important philosophical principle in our work to transform the education of Latino children within Catholic schools and beyond. The role and responsibility of the Church is linked here to proclamations offered by Pope Francis toward revolutionizing the labor of the Catholic Church and Catholic education in an effort to more effectively engage with the pedagogical needs of Latino communities. Moreover, the discussion employs a much needed critical philosophical lens that defies the presentation of recipes or prescriptions for how emancipatory education will look when achieved, but rather invites Catholic educators, scholars, and the leadership of the Church into deeper reflection and consideration of the culturally democratic dimension that must be integrated into Catholic Social Teaching, if we are to genuinely achieve the necessary structural changes required to ensure educational justice for all Latino students. Latinos, educación e Iglesia: hacia un futuro culturalmente democrático El presente artículo provee un análisis crítico comprensivo de los problemas clave en el examen de la relación entre latinos, educación e Iglesia. El estatus de los latinos y su participación educativa en los Estados Unidos se presenta sistemáticamente a través de un lente crítico teórico que pone sobre la mesa preguntas acerca de desigualdades históricas, políticas y económicas así como también sus consecuencias en el centro de la cuestión interpretativa. Con esta pieza fundacional colocada, el artículo pasa al concepto de democracia cultural en tanto que principio filosófico importante en nuestro trabajo para transformar la educación de los niños latinos en las escuelas católicas y más allá de estas. El papel y la responsabilidad de la Iglesia están vinculados a las proclamaciones pronunciadas por el Papa Francisco referentes a la revolución de la labor de la Iglesia Católica y la educación católica en un esfuerzo por participar de manera efectiva en las necesidades pedagógicas de las comunidades latinas. Más aún, la discusión emplea un lente crítico filosófico ampliamente necesario que desafía la presentación de recetas o soluciones sobre cómo será la educación emancipadora una vez alcanzada, por lo que también invita a los educadores católicos, académicos y al liderazgo de la Iglesia a una reflexión profunda y a tomar en consideración la dimensión culturalmente democrática que debe integrarse en la enseñanza social católica, si pretendemos conseguir los cambios estructurales imprescindibles para asegurar justicia educativa para todos los estudiantes latinos. Les Latino-américains, l\u27enseignement et l\u27Église : vers un avenir culturellement démocratique Cet article présente une analyse critique complète des questions cruciales qui se détachent fortement lorsque l\u27on examine les relations entre les Latino-américains, l\u27enseignement et l\u27Église. Le statut des Latinos et leur participation au système éducatif des États-Unis sont systématiquement présentés sous le prisme d\u27une théorie critique qui soulève des questions liées aux inégalités historiques, politiques et économiques et leurs incidences, et les place au centre de cette interrogation interprétative. Une fois établi ce point fondamental, l\u27article traite du concept de démocratie culturelle constituant un important principe philosophique du travail que nous accomplissons pour transformer l\u27enseignement des enfants latino-américains dans les écoles catholiques et ailleurs. Le rôle et la responsabilité de l\u27Église sont ici liés aux proclamations du pape François visant à révolutionner l\u27œuvre de l\u27Église et de l\u27enseignement catholiques en s\u27efforçant de mieux s\u27adapter aux besoins pédagogiques des communautés latino-américaines. D\u27autre part, l\u27exposé part d\u27une optique philosophique critique bien nécessaire qui s\u27oppose à la présentation de recettes ou de recommandations sur l\u27aspect que prendra, après sa réalisation, un enseignement qui apporte l’émancipation. Il invite plutôt les éducateurs, penseurs et responsables catholiques de l\u27Église à réfléchir davantage et à examiner en profondeur la dimension culturellement démocratique que la doctrine sociale catholique doit intégrer si nous voulons véritablement faire aboutir les changements structurels nécessaires pour que tous les élèves latino-américains reçoivent un enseignement basé sur la justice

The politics of restrictive language policies : a postcolonial analysis of language and schooling

The article provides a postcolonial analysis of issues related to culture and language within the context of public education in the U.S. More specifically, the manner in which restrictive policies were implemented over a four-year period within the public schools of Boston, Massachusetts, following the passage of a referendum to repeal the use of transitional bilingual education in favor of a strategy of English immersion, are presented and discussed. This discussion serves as an excellent site of inquiry, in that it mimics many of the same conditions of schooling experienced today by English language learners across the nation.peer-reviewe

The Study of Latino Education

The article examined issues pertinent to the education of Latina and Latino students in the United States. Key to this discussion is the issue of changing demographics and its relationship to the structure and practice of public schooling in Latino communities. The significant role of the economy and the changing nature of poverty in perpetuating the political dynamics of racialization and other forms of inequalities were considered here, particularly with respect to educational research and public policy concerns central to an emancipatory vision of Latino education. Anchored to this critical lens, the authors call for a critical vision of public policy-one that engages contextually with the cultural, historical, and political dimensions associated with the location of Latinos in the U.S. political economy.Educatio

Editors\u27 Introduction

Guest Editors\u27 introductio

Decolonizing Interpretive Research: A critical Bicultural Methodology for Social Change

This paper introduces a discussion of decolonizing interpretive research in a way that gives greater salience to and understanding of the theoretical efforts of critical bicultural education researchers over the years. Grounded in educational principles that have been derived from critical social theory, a decolonizing approach to theory building, as exercised by subaltern critical researchers must also be understood as also encompassing an underlying autoethnographic qualitative dimension; in that it is inextricably rooted in the histories and "authority of lived experience" (Teaching to Transgress, hooks, 1994) of the researcher. Hence, bodies of research produced within the context of hegemonic epistemologies and traditional research priorities are analyzed, deconstructed, and reinvented, as we say in the Freirian tradition, in ways that dialectically posit decolonizing meanings to support emancipatory praxis and social change

Reflexiones sobre la democracia cultural y la escolarización

This article provides an extensive critical reflection on a variety of issues that impact the practice of cultural democracy within education. The discussion begins by identifying contemporary conditions of inequality faced by subaltern communities in the U.S. and abroad. Key to this discussion is the link between culture and power, which opens the door to a decolonizing understanding of social justice. Drawing on John Dewey and Paulo Freire’s writings on democracy and education, a set of pedagogical principles are asserted, which can support a culturally democratic approach within the classroom. In building a rationale for a critical pedagogical path toward a cultural democratic pedagogy, the process of racialization and language domination are explored, alongside the significance of resistance in the education of subaltern students. Finally, a collective vision of liberation is reinforced here as paramount to the transformation of education and creating educational opportunities, despite the limitations of hegemonic schooling.Este artículo ofrece una exhaustiva reflexión crítica sobre diferentes problemas que repercuten en la práctica de la democracia cultural en la educación. La discusión se inicia mediante la identificación de las condiciones contemporáneas de desigualdad a las que se enfrentan las comunidades subalternas en Estados Unidos y en otros países. El elemento clave de la discusión es el vínculo entre cultura y poder, que propicia una comprensión descolonizadora de la justicia social. Inspirándose en los escritos de John Dewey y Paulo Freire sobre democracia y educación, el artículo sostiene un conjunto de principios pedagógicos que pueden apoyar un enfoque culturalmente democrático en el aula. Para construir el fundamento de una vía pedagógica crítica hacia una pedagogía democrática cultural, se estudian los procesos de racialización y dominación lingüísticas, así como la trascendencia de la resistencia en la educación de los estudiantes subalternos. Finalmente, se refuerza una visión colectiva de la liberación como aspecto primordial para transformar la educación y crear oportunidades educativas, a pesar de las limitaciones impuestas por la escolarización hegemónica

Formación en competencia digital docente: validación funcional del modelo TEP

This article presents the results of the functional validation process of the Technological Empowered and Pedagogical Model (TEP) for the development of Digital Teaching Competence (DTC) in Initial Teacher Training. The methodological approach corresponds to Research Based on Design. The participants were 162 students, 131 teachers and 15 members of 4 curricular committees in the Faculty of Educational Sciences of the University of La Guajira. The instruments corresponded to the Satisfaction Questionnaire and the SWOT Analysis Matrix. The results showed satisfaction levels of 4.26 in teachers and 4.99 in students compared to the implementation of the model, over a maximum of 5 and 6 points respectively. Based on the findings, 20 strengths, 16 weaknesses, 20 opportunities and 8 threats of the TEP Model. In short, the TEP Model generates educational, pedagogical and curricular transformation innovation to appropriate digital technology in the professional training of teachers.Este artículo presenta los resultados del proceso de validación funcional del Modelo Tecnológico Empoderado y Pedagógico (TEP) para el desarrollo de la Competencia Digital Docente (CDD) en la Formación Inicial del Profesorado. El enfoque metodológico corresponde a la Investigación Basada en Diseño. Los participantes fueron 162 estudiantes, 131 docentes y 15 miembros de 4 comités curriculares en la Facultad de Ciencias de la Educación de la Universidad de La Guajira. Los instrumentos correspondieron al Cuestionario de satisfacción y la Matriz de análisis FODA. Los resultados evidenciaron niveles de satisfacción, de 4.26 en docentes y 4.99 en estudiantes frente a la implementación del modelo, sobre un máximo de 5 y 6 puntos de manera respectiva. A partir de los hallazgos se identificaron 20 fortalezas, 16 debilidades, 20 oportunidades y 8 amenazas al Modelo TEP. En síntesis, el Modelo TEP genera innovación educativa, pedagógica y de transformación curricular para apropiar la tecnología digital en la formación profesional del docente

The profound solidarity of Paulo Freire

In this paper, Antonia Darder refers to her first face to face meeting with Paulo Freire while attending a conference as a graduate student. She describes Freire as someone who conveyed a deep sense of love, hope and dignity to the people he encountered on his path, in ways that opened them up and made them feel loved and appreciated. In this discussion, Freire’s love is understood not as romantic or sentimental, but rather as politicizing and humanising; a love imbued with a profound sense of solidarity with others and a commitment to revolutionary struggle. She notes Freire's continuing relevance in a world characterized by the great economic disparities of capitalism, including dire inequalities of health care and life opportunities in these pandemic times. This points to a colonizing, neoliberal world that throws into sharp relief its deadly and discriminatory nature where everything is left to the vagaries of the marketplace and any semblance of public safeguards are systematically. undone. Darder notes that even in the midst of such struggle, Freire’s pedagogy conveys an abiding sense of hope and faith for grassroots democratic struggles. As examples, recent movements in Chile and India are cited as collective efforts that inspire hope and possibility. In so doing, she foregrounds Freire's faith in progressive social movements as significant to the large political project for economic democracy and educational justice.peer-reviewe