Ethnic and Urban Intersections in the Classroom: Latino Students, Hybrid Identities, and Culturally Responsive Pedagogy

Autor/in	Irizarry, Jason G.
Titel	Ethnic and Urban Intersections in the Classroom: Latino Students, Hybrid Identities, and Culturally Responsive Pedagogy
Quelle	In: Multicultural Perspectives, 9 (2007) 3, S.21-28 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
Schlagwörter	Hispanic American Students; Interviews; Observation; Cultural Pluralism; Culturally Relevant Education; Urban Schools; High School Students; Vocational Education; Music; Teaching Methods; Black Dialects; Language Usage; Popular Culture + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Beobachtung; Kulturpluralismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule; Ausbildung; Berufsbildung; Musik; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Popkultur
Abstract	Drawing from data collected through classroom observations and in-depth interviews, this article describes and analyzes practices identified as culturally responsive by Latinos students in an urban, multiethnic/racial context. The findings suggest that culturally responsive pedagogy must be more broadly conceptualized to address the cultural identities of students who have complex identities because of their experiences with peers of many varied identities, those whose urban roots have resulted in hybrid identities, and those who are multiethnic/multiracial. Based on these findings, the article forwards the concept of "cultural connectedness" as a framework for practicing a non-essentializing, dynamic approach to culturally responsive pedagogy that acknowledges the hybrid nature of culture and identity. (Contains 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10