Breaking down Prejudices against Latinos through Literature: An Intervention with Teachers in Training in Spain

Autor/inn/en	Guichot Muñoz, Elena; De Sarlo, Giulia
Titel	Breaking down Prejudices against Latinos through Literature: An Intervention with Teachers in Training in Spain
Quelle	In: Journal of Latinos and Education, 22 (2023) 4, S.1327-1340 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guichot Muñoz, Elena) ORCID (De Sarlo, Giulia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1951736
Schlagwörter	Foreign Countries; Bias; Preservice Teacher Education; Graduate Students; Decolonization; Immigrants; Spanish; Language Teachers; Literature; Student Attitudes; Intervention; Hispanic Americans; Spain + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Dekolonisation; Entkolonialisierung; Immigrant; Immigrantin; Immigranten; Spanisch; Language teacher; Sprachunterricht; Literatur; Schülerverhalten; Hispanic; Hispanoamerikaner; Spanien
Abstract	Taking as a context the reality of migration of Latinos to Europe and its repercussions in the educational field, a pedagogical practice carried out in the Master for Teachers in training at the University of Seville, Spain, is described and analyzed. Future teachers of Spanish Language and Literature work on the subject of prejudices toward Latinos through a critical pedagogy whose main materials are literature and the decolonial perspective. To this end, classroom practices are described and analyzed. The pedagogical design is characterized by the following objectives: (1) to recognize and identify our prejudices toward others, (2) to recognize the voice of others in their specificity, and (3) to transcend this specificity and recognize ourselves in the other. In the qualitative analysis of the didactic intervention, the 72 students involved recognize highly positive involvement in the objectives of the activities; moreover, the students' accounts show the recognition of a colonial hegemonic vision and the revision of prejudices toward the other. This framework takes students further by adopting a relationship of critical engagement with the way they approach Hispanic-American language and literature and its impact on the integration of their potential immigrant students in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01