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

Ramirez, Pablo C.; Ross, Lydia; Jimenez-Silva, Margarita

doi:10.1353/hsj.2016.0011

Cited by 6 publications

(5 citation statements)

References 15 publications

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“…Humanizing aspects of border pedagogies are also demonstrated by Stewart & Gachago (2016) in a transcontinental border crossing digital storytelling project which results show that through the project notions of otherness were critically demystified, which allows students to counter global hegemonic discourses. In current research activism is also seen as an essential part of border pedagogy (Ramirez, Ross, & Jimenez-Silva, 2016). In their qualitative study on two U.S. Latina teachers in a border community in California Ramirez, Ross and Jimenez-Silva (2016) found that the teachers applied border pedagogy through authentic care/cariño (Valenzuela, 1999), critical consciousness/ concientizacíon (Freire, 1970), and community activism (Ramirez, Ross, & Jimenez-Silva, 2016, p. 318).…”

Section: Literature Reviewmentioning

confidence: 90%

“…In current research activism is also seen as an essential part of border pedagogy (Ramirez, Ross, & Jimenez-Silva, 2016). In their qualitative study on two U.S. Latina teachers in a border community in California Ramirez, Ross and Jimenez-Silva (2016) found that the teachers applied border pedagogy through authentic care/cariño (Valenzuela, 1999), critical consciousness/ concientizacíon (Freire, 1970), and community activism (Ramirez, Ross, & Jimenez-Silva, 2016, p. 318). Ramirez, Ross and Jimenez-Silva (2016) in their theoretical framework for their study draw on nepantla (Anzaldúa, 1987) as a place where the transformation of identities can take place.…”

Section: Literature Reviewmentioning

confidence: 90%

“…While Anzaldúa (1987) differentiates the various languages she speaks in Borderlands/La Frontera as standard English, standard Mexican Spanish, standard Spanish, working class English, North Mexican Spanish dialect, Chicano Spanish with regional variations in Texas, New Mexico, Arizona, and California, Tex-Mex and Pachuco, translanguaging is moving away from the concept of different distinct language systems that exist inside the multilingual person's mind but it maps those as part of one fluid language repertoire. Translanguaging is the lived practice of students around the border (Cervantes-Soon & Carillo, 2016;Collins & Cioe-Pena, 2016;Creese & Blackledge, 2010;Esquinca, Araujo, & de la Piedra, 2014;García, Homonoff Woodley, Flores, & Chu, 2012;Lewis, Jones, & Baker, 2012;Mazak & Herbas-Donoso, 2015;Melo-Pfeifer, 2015;Ramirez, Ross, & Jimenez-Silva, 2016;Rios, 2013;Salinas, Vuckery, & Franquiz, 2016;Velasco & García, 2014). Speakers effortlessly include both elements of their Spanish and English language repertoire into a conversation, students who are learning an additional language such as German in the case of this study will include German into their available register and make use of Spanish, English and German depending also on the communicative needs of their interlocutor.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Translanguaging together with border pedagogy and heteroglossia inform a pedagogical approach for teaching German through which students might be able to deconstruct their language ideologies and the dominant monolingual discourses through a raised consciousness and reflexive practices. Multiple studies in recent years have adopted border pedagogies or the concept of borderland (Cervantes-Soon & Carrillo, 2016;Cashman, 2015Cashman, , 2016Ramirez, Ross, & Jimenez-Silva, 2016;Reyes, 2016;Rios, 2013;Stewart & Gachago, 2016). Rios' (2013) study on Chicana students in the borderland applied border pedagogies and specifically critical dialogue, which lead to a deconstruction of race and culture in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

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Translanguaging Practices of Multilingual Learners of German

Sahr¹

2019

AJE

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This qualitative case study draws on a theoretical framework of translanguaging (García & Wei, 2014) and border pedagogies (Cashman, 2015) and seeks to shed light on the question of what role translanguaging can play in students' language learning in a German as a foreign language class at a Hispanic-serving university that is situated in the United States-Mexico borderland. This case study focuses on 18 students who were part of a larger participatory action research study (Lichtman, 2013), which includes focus groups, individual interviews, as well as audio-recordings of classroom discussions that were transcribed and analyzed using thematic analysis. The data highlights translanguaging as a language learning practice that also contributes to reflections on identity formation and language choice in an educational climate that is often hostile towards immigrant cultures and languages.

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Section: Literature Reviewmentioning

confidence: 90%

Section: Literature Reviewmentioning

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Translanguaging Practices of Multilingual Learners of German

Sahr¹

2019

AJE

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“…Sensoy also found that students' own positionings along lines of race, class, or gender were not predictive of the narratives they created. This study, like many others (e.g., Howard, 2004;Ramirez et al, 2016) focused more on students' counternarratives of their experiences with racism or sexism than on their ability to identify the structural nature of these phenomena or their relationship to meritocracy.…”

Section: Impacts Of Critical Pedagogy On Understandings Of Social Inequalitymentioning

confidence: 99%

“We're Rags to Riches”: Dual Consciousness of the American Dream in Two Critical History Classrooms

Parkhouse

Arnold

2019

Teachers College Record

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Background/Context Within the United States, wealth disparities are growing and upward social mobility is becoming increasingly difficult to attain. These trends call into question the American Dream ideology that anyone can succeed through hard work. This meritocratic ideal has traditionally been one of the unifying ideologies promoted through the public school curriculum. The topic of economic inequality, on the other hand, is largely absent from most social studies curricula. When teachers do address this issue, they tend to omit discussions of causes or potential policy solutions. Students are thus left with few resources with which to develop positions on policies related to inequality that would help them become more informed voters and contributors to public discourse on this issue. Purposes Critical pedagogy is an educational approach that aims to develop students’ sociopolitical consciousness of the world and understanding of the underlying causes of contemporary injustices such as rising economic and social inequality. We investigated whether students in classrooms using critical pedagogy might develop understandings of the roots of contemporary inequality. Setting and Participants The study took place in two U.S. History classrooms in culturally diverse public high schools in a midsized city in the Southeast. The classrooms were selected because both teachers demonstrated critical pedagogy by helping students question norms and analyze underlying causes of contemporary social and economic inequalities. Research Design We used a critical case study design with ethnographic methods to examine students’ understandings of structural causes of inequality in classrooms where they are most likely to encounter this knowledge, namely critical history classrooms. Data included 10 weeks of observations in both classrooms, classroom artifacts, in-depth interviews with 14 students, and two in-depth interviews with each teacher along with daily informal interviews. Findings/Results Students critiqued the notion of the American Dream and described ways in which certain social structures such as the judicial and educational systems reproduce social inequalities. Some pointed out how the “rags to riches” ideology precludes tax structures that might reduce economic inequality. However, many also made comments reflecting a belief that the United States is indeed a meritocracy. Conclusions/Recommendations We recommend that teachers explicitly teach the structural causes of economic inequality so that students have the language needed to understand their dual consciousness that both meritocratic elements (e.g., hard work) and non-meritocratic elements (e.g., race, family wealth) play a role in social mobility within the United States.

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Reflections on Critical Pedagogy and Multiculturalism in Media Studies

Moyo¹

2020

The Decolonial Turn in Media Studies in Africa and the Global South

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

Cited by 6 publications

References 15 publications

Translanguaging Practices of Multilingual Learners of German

Translanguaging Practices of Multilingual Learners of German

“We're Rags to Riches”: Dual Consciousness of the American Dream in Two Critical History Classrooms

Reflections on Critical Pedagogy and Multiculturalism in Media Studies

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