ERIC Number: EJ960611
Record Type: Journal
Publication Date: 2011-Nov
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1740-2743
EISSN: N/A
A Critical Foundation for Bilingual Education
Smith, Matthew David; Rodriguez, Arturo
Journal for Critical Education Policy Studies, v9 n2 p186-198 Nov 2011
In this paper we weave lived experiences, those of a bilingual social studies teacher at a middle school in a large city in the Southwestern US, with critical theory/pedagogy and bilingual education. The purpose of this paper is to present an articulation of the practice of critical pedagogy in a bilingual educational context principally under the constraints of the No Child Left Behind Act of 2001 and its counterpart Race to the Top. We seek to share a few approaches that Matt, a bilingual social studies teacher, initiated to mitigate the effects of an oppressive but official curriculum and to encourage and foster the development of critical bi-literacy among his students.
Descriptors: Critical Theory, Federal Legislation, Bilingual Education, Urban Areas, Social Studies, Teaching Methods, Bilingualism, Bilingual Teachers, Literacy, Teaching Experience, Middle School Teachers, Hispanic American Students, Reading Materials, Spanish Speaking, School Districts
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Mexico
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A