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ERIC Number: EJ1111622
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1535-0517
Transformative Professional Development and the Promotion of Literacy through Culturally Responsive Pedagogy
Garcia, Sara S.; Garcia, Christina Favela
CATESOL Journal, v28 n1 p175-194 2016
This article recounts a narrative of professional transformation inspired by the works of Paulo Freire and Gloria Ladson-Billings and advanced by a participatory action research (PAR) project. The PAR team for this case study, consisting of the university teacher educator as a "coach" and a high school classroom teacher along with her students, examines the use of community-based knowledge in a form of "corrido" (ballads) studies. In this process, the ballads become the basis for learners' engagement with literacy activities in the context of what is known as a "heritage language" Spanish class. The analysis focuses on the process of designing a culturally relevant pedagogy and ensuring its effectiveness through the examination of pre- and postwriting samples and students' fluid identification with various ethnic labels.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (San Jose)
Grant or Contract Numbers: N/A