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ERIC Number: EJ828471
Record Type: Journal
Publication Date: 2007-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1521-0960
Ethnic and Urban Intersections in the Classroom: Latino Students, Hybrid Identities, and Culturally Responsive Pedagogy
Irizarry, Jason G.
Multicultural Perspectives, v9 n3 p21-28 Jul 2007
Drawing from data collected through classroom observations and in-depth interviews, this article describes and analyzes practices identified as culturally responsive by Latinos students in an urban, multiethnic/racial context. The findings suggest that culturally responsive pedagogy must be more broadly conceptualized to address the cultural identities of students who have complex identities because of their experiences with peers of many varied identities, those whose urban roots have resulted in hybrid identities, and those who are multiethnic/multiracial. Based on these findings, the article forwards the concept of "cultural connectedness" as a framework for practicing a non-essentializing, dynamic approach to culturally responsive pedagogy that acknowledges the hybrid nature of culture and identity. (Contains 3 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A