22bb Race and Pedagogy Project - Research Archive » Race, Literacy and Pedagogy

Race, Literacy and Pedagogy

August 30, 2005

Freire, Paolo and Donaldo Macedo. “A Dialogue: Culture, Language, and Race.” Harvard Educational Review. 65.3 (1995) 377-402.

August 30th 2005 Posted to Race, Literacy and Pedagogy, Race, Gender and Sexuality, Race, Class and Pedagogy

In this dialogue Freire and Macedo discuss several critiques of Freire’s work, elaborating upon the nature of Freire’s dialogical method and upon its implications for and alliance with critiques of race, class and gender oppression. The article is most valuable for Freire’s elaboration upon the concept of dialogics and for its overt address to the issue of race. (Read the article)

Comments(0)

August 25, 2005

Donato, Rubén. The Other Struggle for Equal Schools: Mexican Americans During the Civil Rights Era. Albany, New York: State University of New York Press, 1997.

August 25th 2005 Posted to Race, Literacy and Pedagogy, Race and the Academic Institution, Pedagogy and Mixed Race, Latina/o American, Court & Policy Issues

In this book Donato explains that while many scholars have focused on the African American struggle for equal education during the Civil Rights movement, few have focused on the Mexican American community during this period. Donato summarizes this “silent” history, using as his primary example Brownfield School District in northern California. Donato writes that in Brownfield, “The concern for respecting and preserving the cultural identity of Mexican Americans found itself at odds with the traditional values of the Brownfield school system and the larger white community…Despite the claim that Mexican children were being processed by a neutral school system, public schools across the Southwest were rife with ethnic, linguistic and class biases. If one of the prime values of the Brownfield schools was uniformity, then there was an inherent conflict between the organization of schools and the desires of the Mexican American community” (10). (Read the article)

20f3

Comments(0)

August 22, 2005

Freire, Paolo. Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. New York: Continuum, 1970.

August 22nd 2005 Posted to Race, Literacy and Pedagogy, Race, Class and Pedagogy

(page numbers cited here reflect the 2000 reprint of this text, which includes an introduction by Donaldo Macedo, abstracted separately on this site. Following the chapter summaries are suggestions for practical classroom application.)

Pedagogy of the Oppressed is probably the single most influential book in the critical pedagogy movement, and it has revolutionized classroom practice across disciplines. The book’s central thesis is that all education should be “co-intentional,” meaning that all members of the classroom, both teachers and students, should engage as active subjects in the examination and critique of knowledge, thereby engaging also in the re-creation of knowledge on a non-oppressive model. It is in dialogue, the encounter of multiple human subjects with each other through language, that change is made possible and that knowledge is created in a non-oppressive fashion. (Read the article)

Comments(0)

July 25, 2005

Pérez Sonia and Denise De La Rosa Salazar. “Economic, Labor Force and Social Implications of Latino Educational and Population Trends,” Latinos and Education: A Critical Reader, Eds. Antonia Darder, Rodolfo D. Torres and Henry Gutíerrez. New York: Routledge, 1997, 47-79.

July 25th 2005 Posted to Race, Literacy and Pedagogy, Race and Globalization, Race, Class and Pedagogy, Latina/o American

Pérez and Salazar’s analysis of socio-economic and educational trends in Latino populations uses a variety of data from studies conducted throughout the 1980s and 1990s to understand why the rapid increase in the Latino population has not been accompanied by a proportionate increase in educational attainment. Their analysis not only highlights the historic and self-perpetuating connection between the low socioeconomic status of Latino populations and low levels of educational attainment; it also points to specific problems contributing to these problems and suggests possible changes in educational policy. (Read the article)

* Comments(1)

Isaksen, Judy. “From Critical Race Theory to Composition Studies: Pedagogy and Theory Building.” Legal Studies Forum v.24 n.3-4: 695-711.

July 25th 2005 Posted to Race, Literacy and Pedagogy, Critical Race Theory and Pedagogy

This essay argues for a greater degree of collaboration between Critical Race Theory (CRT) and Composition Studies. The essay emphasizes in particular the shared concern in these fields with promoting agency through the development of discursive expression. The essay begins with a review of CRT, tracing its origins from a critique of Critical Legal Studies, and from student activism at Harvard (both taking place in the 1980s). (Read the article)

Comments(0)

« Previous Page —

0