Teaching for Social Justice: The Promise of Transformative Expectations for Urban Chicanx/Latinx Youth

Autor/inn/en	Rojas, Leticia; Liou, Daniel D.
Titel	Teaching for Social Justice: The Promise of Transformative Expectations for Urban Chicanx/Latinx Youth
Quelle	In: Equity & Excellence in Education, 51 (2018) 2, S.161-181 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2018.1509747
Schlagwörter	Teaching Methods; Social Justice; Social Capital; Transformative Learning; Educational Objectives; Hispanic American Students; Teacher Attitudes; School Districts; Diaries; Academic Standards; Difficulty Level; Urban Youth; Equal Education; Racial Differences; High School Students; High School Teachers; Case Studies; Caring; Teacher Student Relationship; Curriculum Development; Barriers; California + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Sozialkapital; Pädagogische Transformation; Educational objective; Bildungsziel; Erziehungsziel; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lehrerverhalten; School district; Schulbezirk; Diary; Tagebuch; Schwierigkeitsgrad; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Rassenunterschied; High school; High schools; Oberschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kalifornien
Abstract	Drawing on the concept of transformative expectations--that is, the instructional practices that demonstrate teachers' belief systems for the educational justice and empowerment of Chicanx/Latinx youth--this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in California. Through semi-structured interviews, teacher journaling, and artifacts of classroom practices, this study points to the importance of teacher disposition and socialization in developing classroom expectations, as well as helps to conceptualize the expectancies of academic rigor, social capital, empowering curriculum, and teacher caring from perspectives of justice and their importance in supporting students to meet or exceed instructional goals. Applying "figured worlds" and "transformative expectations" as the study's analytic frameworks, teachers reported these four expectancies as important strategies for bringing social justice into the classroom, thereby prompting discussions of the future directions of teaching for social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01