Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach

Autor/inn/en	Davila, Erica R.; de Bradley, Ann Aviles
Titel	Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach
Quelle	In: Educational Foundations, 24 (2010) 1-2, S.39-58 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-8248
Schlagwörter	Early Childhood Education; Bilingual Education; Politics of Education; Evaluation; Hispanic Americans; Educational Policy; Public Schools; Models; Standardized Tests; Dropout Rate; School Districts; Ideology; Educational Indicators; Federal Programs; Kindergarten; English (Second Language); Dropouts; Federal Legislation; Teachers; Illinois + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingual teaching; Bilingualer Unterricht; Educational policy; Bildungspolitik; Evaluierung; Hispanic; Hispanoamerikaner; Politics of education; Public school; Öffentliche Schule; Analogiemodell; Standadised tests; Standardisierter Test; School district; Schulbezirk; Ideologie; Educational indicato; Bildungsindikator; English as second language; English; Second Language; Englisch als Zweitsprache; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bundesrecht; Lehrer; Lehrerin; Lehrende
Abstract	This article explores the sociopolitical context of education policy, particularly as it relates to Latina/o education. The authors highlight the status of Latinas/os within the Chicago Public Schools (CPS) to examine the impact of education policy designed to benefit few and disenfranchise most. They draw attention to the injustices of Latinas/os in CPS and examine this status within a Critical Race Theory (CRT) and Critical Latino Theory (LatCrit) framework. They draw from the lens of LatCrit to situate their research within a paradigm that speaks to Latina/o school experiences in a very specific way. They focus on the inequities that clearly disenfranchise Latina/o students by drawing on two editions of a previous research project (Aviles, Capeheart, Davila, & Miller, 2004) and (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero, 2006) which is discussed further in the methods section. While the research report (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero, 2006) aimed to provide a wide overview of the services or lack of services for Latina/o children in CPS, this paper highlights a few of the areas addressed in the report. The areas the authors highlight and examine through a CRT and LatCrit framework are: (1) Early Childhood Education; (2) Standardized Assessment; (3) Bilingual Education; and (4) Drop-out/push-out rates. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10