Entre la Espada y la Pared: Critical Educators, Bilingual Education, and Education Reform

Autor/inn/en	Olivos, Edward M.; Quintana de Valladolid, Carmen E.
Titel	Entre la Espada y la Pared: Critical Educators, Bilingual Education, and Education Reform
Quelle	In: Journal of Latinos and Education, 4 (2005) 4, S.283-293 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1207/s1532771xjle0404_6
Schlagwörter	Stellungnahme; Second Language Learning; Critical Theory; Bilingualism; Bilingual Education; Educational Change; English (Second Language); Power Structure; Educational Policy; Hispanic Americans; Teaching Methods + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Kritische Theorie; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Hispanic; Hispanoamerikaner; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	From the perspective of two practitioners who have been influenced by work in the area of critical pedagogy and critical theory, this article examines bilingual education, education reform, and the achievement gap in relation to Latino English Language Learners. The authors integrate personal experiences as they examine underlying assumptions of class, race, and asymmetrical power relations in current education policy and classroom practice. They argue that, despite feelings of being "between a rock and a hard place," critical pedagogy has allowed them to continue their struggles for educational justice with the help of fellow educators and community members. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10