Keeping "La Llorona" Alive in the Shadow of Cortes: What an Examination of Literacy in Two Mexican Schools Can Teach U.S. Educators

Autor/in	Hall, Anne-Marie
Titel	Keeping "La Llorona" Alive in the Shadow of Cortes: What an Examination of Literacy in Two Mexican Schools Can Teach U.S. Educators
Quelle	In: Bilingual Research Journal, 30 (2006) 2, S.385-406 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Foreign Countries; Grade 6; Mexicans; Educational Theories; Public Education; Ethnography; Teacher Surveys; Interference (Language); Rural Urban Differences; Curriculum Research; Cultural Relevance; Language Variation; Ethnology; Comparative Education; Research Methodology; Literacy Education; Instructional Material Evaluation; Mexico; Mexico (Oaxaca) + Suchen Sie Ihr Suchwort? Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Mexikaner; Educational theory; Theory of education; Bildungstheorie; Öffentliche Erziehung; Ethnografie; Stadt-Land-Beziehung; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Sprachenvielfalt; Ethnologie; Vergleichende Erziehungswissenschaft; Research method; Forschungsmethode; Mexiko
Abstract	This article, a 5-month ethnographic research in Oaxaca, Mexico, examines various aspects of the literacy curriculum in 2 Mexican primary schools. The author observed and interviewed 35 students in 6th grade and 7 teachers in 2 schools, as well as examined student writing and teaching materials. The research suggests that though the "Secretaria de Educacion Publica" (Secretary of Public Education, SEP) of Mexico mandates progressive educational theories, in practice, the national curriculum reinforces the Spanish colonialist views of indigenous languages and beliefs. In addition, there is a powerful intimate culture of children and families who interact with this curriculum. This study looks at what happens when the ideas and practices of the SEP collide with indigenous traditions, and what U.S. educators can learn from this. (Contains 1 table and 2 endnotes.) (Author).
Anmerkungen	National Association for Bilingual Education. 1030 15th Street NW Suite 470, Washington, DC 20005. Tel: 202-898-1829; Fax: 202-789-2866; e-mail: nabe@nabe.org; Web site: http://www.nabe.org/publications.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10