An Examination of Cuban-American Social Studies Teachers' Cultural Consciousness Relative to Identity, Educational Beliefs, and Curricular Decisions: A Critical Latino Theoretical Perspective

Autor/in	Barrios, Victor M., Jr.
Titel	An Examination of Cuban-American Social Studies Teachers' Cultural Consciousness Relative to Identity, Educational Beliefs, and Curricular Decisions: A Critical Latino Theoretical Perspective
Quelle	(2019), (260 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Florida International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-3778-1
Schlagwörter	Hochschulschrift; Dissertation; Cubans; Hispanic Americans; Social Studies; Teachers; Cultural Awareness; Self Concept; Beliefs; Curriculum; Decision Making; Experience; Ethnicity; Culturally Relevant Education; Educational Practices; Middle Class Culture; Teacher Behavior; Bias; Criticism; Theories; Latin American Culture; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kubaner; Hispanic; Hispanoamerikaner; Gemeinschaftskunde; Lehrer; Lehrerin; Lehrende; Cultural identity; Kulturelle Identität; Selbstkonzept; Belief; Glaube; Curricula; Lehrplan; Rahmenplan; Decision-making; Entscheidungsfindung; Erfahrung; Ethnizität; Bildungspraxis; Teacher behaviour; Lehrerverhalten; Kritik; Theory; Theorie
Abstract	The purpose of the present research was to examine how five self-identified Cuban-American social studies teachers in Miami, a city where they are considered the dominant culture, described their ethnic and cultural identity, expressed educational beliefs on teaching and learning, promoted culturally inclusive pedagogy, and approached the official curriculum relative to their cultural consciousness. The study used a qualitative research design with cross-case analysis. Critical Latino theory was the theoretical framework employed for social and cultural categories pertinent to Latinx groups. The study found that the teacher-participants reflected a dominant cultural ideology within Miami, which influenced their pedagogical beliefs, instructional practices, and curricular decisions. The teacher-participants strongly affiliated to a Cuban-American cultural identity, utilized mostly teacher-centered pedagogy, rarely challenged the official curriculum, and did not sufficiently develop a culturally inclusive pedagogy. Teachers need to study their biases to become better culturally competent educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01