"Everybody Grieves, but Still Nobody Sees": Toward a Praxis of Recognition for Latina/o Students in U.S. Schools

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Autor/in	Rodriguez, Louie F.
Titel	"Everybody Grieves, but Still Nobody Sees": Toward a Praxis of Recognition for Latina/o Students in U.S. Schools
Quelle	In: Teachers College Record, 114 (2012) 1, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Dropouts; Stakeholders; Caring; Urban Schools; Praxis; Hispanic American Students; Student Development; Dropout Prevention; Consciousness Raising; Interpersonal Relationship; Self Efficacy; Culturally Relevant Education; Educational Policy; Educational Environment; Role of Education; School Effectiveness + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Care; Pflege; Sorge; Betreuung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bewusstseinsbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Self-efficacy; Selbstwirksamkeit; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsauftrag; Schuleffizienz
Abstract	Background/Context: The academic success and failure of low-income youth, and Black and Latina/o youth in particular, has received significant attention in the educational literature, particularly in relation to school dropout. Over the last decade, several studies have demonstrated that student-teacher relationships, committed teachers, and notions of caring are critical to the success of Latina/o youth. However, high-poverty urban schools are graduating fewer than half of their students, in comparison with about 70% at the national level. There remains a scant body of research, policy, and conceptual frameworks to help address the crisis, popularly deemed the "dropout crisis," particularly among Latinas/os, the youngest, fastest growing, and lowest educated group in the United States. Purpose/Objective/Research Question/Focus of Study: In what ways can and should researchers, practitioners, and policy makers recognize the existence of Latina/o youth? The purpose of the article, contextualized in the theoretical and empirical literature, is to problematize the concept of recognition, particularly for Latina/o youth, and introduce a conceptual framework to understand, examine, and help rectify the crisis facing this population. Research Design: In this conceptual paper, I argue that key stakeholders must recognize the existence of the Latina/o youth by acknowledging their human existence through legitimizing the unequal conditions and struggles they face in school. Educators much engage youth in curricular and pedagogical experiences that seek to raise students' consciousness through critical thinking and dialogue. This article is focused on the human and interpersonal actions and processes that are necessary to facilitate agency and change among students. Theoretical origins informing recognition are discussed, followed by a contextualized analysis of recognition within the present-day conditions of U.S. schools, particularly for Latina/o youth. I then propose five pedagogies of recognition: relational recognition, curricular recognition, pedagogical recognition, contextualizing recognition, and transformative recognition. Each form of recognition is situated in the relevant literature. Conclusions/Recommendations: This article argues that the proposed pedagogies of recognition need to be enacted to foster the intellectual, academic, and political development of youth, particularly Latina/o youth. Recognition can help educators and scholars understand how the social, political, and economic conditions impact Latina/o youth and helps educators reframe the conceptual bases of their work by challenging them to interrogate the (in)effectiveness of institutional and classroom-level practices. The ultimate goal is to help educators and researchers reconstruct and redefine the purpose of education for Latina/o youth in U.S. schools. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10