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ERIC Number: EJ885928
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: ERIC
ISSN: ISSN-1047-8248
Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach
Davila, Erica R.; de Bradley, Ann Aviles
Educational Foundations, v24 n1-2 p39-58 Win-Spr 2010
This article explores the sociopolitical context of education policy, particularly as it relates to Latina/o education. The authors highlight the status of Latinas/os within the Chicago Public Schools (CPS) to examine the impact of education policy designed to benefit few and disenfranchise most. They draw attention to the injustices of Latinas/os in CPS and examine this status within a Critical Race Theory (CRT) and Critical Latino Theory (LatCrit) framework. They draw from the lens of LatCrit to situate their research within a paradigm that speaks to Latina/o school experiences in a very specific way. They focus on the inequities that clearly disenfranchise Latina/o students by drawing on two editions of a previous research project (Aviles, Capeheart, Davila, & Miller, 2004) and (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero, 2006) which is discussed further in the methods section. While the research report (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero, 2006) aimed to provide a wide overview of the services or lack of services for Latina/o children in CPS, this paper highlights a few of the areas addressed in the report. The areas the authors highlight and examine through a CRT and LatCrit framework are: (1) Early Childhood Education; (2) Standardized Assessment; (3) Bilingual Education; and (4) Drop-out/push-out rates.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Identifiers - Laws, Policies, & Programs: Civil Rights Act 1964
Grant or Contract Numbers: N/A