Moving toward an Empowering Setting in a First Grade Classroom Serving Primarily Working Class and Working Poor Latina/o Children: An Exploratory Analysis

Autor/inn/en	Silva, Janelle M.; Langhout, Regina Day
Titel	Moving toward an Empowering Setting in a First Grade Classroom Serving Primarily Working Class and Working Poor Latina/o Children: An Exploratory Analysis
Quelle	In: Urban Review: Issues and Ideas in Public Education, 48 (2016) 1, S.149-174 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-015-0349-2
Schlagwörter	Student Empowerment; Social Influences; Cultural Influences; Working Class; Poverty; Minority Group Students; Participant Observation; Grade 1; Elementary School Students; Charter Schools; Artists; Creative Teaching; Art Activities; Hispanic American Students; Classroom Environment; Peer Relationship; Student Role; Student Leadership; Cooperation; Interviews; Teacher Attitudes; Student Attitudes; Elementary School Teachers; Change Agents; California + Suchen Sie Ihr Suchwort? Studienberechtigung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Arbeiterklasse; Armut; Teilnehmende Beobachtung; School year 01; 1. Schuljahr; Schuljahr 01; Charter school; Charter-Schule; Artiste; Artist; Künstler; Künstlerin; Creative thinking; Teaching; Kreatives Denken; Unterricht; Künstlerische Tätigkeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Klassenklima; Unterrichtsklima; Peer-Beziehungen; Studentenwerk; Co-operation; Kooperation; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	Empowering settings are important places for people to develop leadership skills in order to enact social change. Yet, due to socio-cultural constructions of childhood in the US, especially constructions around working class and working poor children of Color, they are often not seen as capable or competent change agents, or in need of being in empowering settings. Based on a 9-month participant observation study of a first grade public charter school classroom in central California, this paper examines how one teacher used an alternative, artist-focused curriculum to take steps to facilitate a more empowering setting for her working class and working poor students, most of whom were Latina/o. We illustrate how this teacher worked to implement the components of an empowering setting within her classroom space: community building, peer-based support, meaningful roles, and shared leadership among her students. Student and teacher interviews are also used to triangulate findings. Implications include providing ways to assist young children as they become social change agents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01