A Curriculum Discourse for Achieving Equity: Implications for Teachers When Engaged with Latina and Latino Students.
Rudolfo Chávez Chávez
This paper discusses constructing a curriculum for achieving educational equity for Latina/o students. A framework is presented that includes the curricular constructs of "to be," "to know," and "to know how to do the right thing". It argues that teachers and teacher educators must examine society in its diverse and pluralistic contexts, uncover oppressive relationships learned over time and the complexities of ethnic stereotypic markers, and must genuinely value all students. It concludes that teachers need to practice a world view that authentically promotes a liberatory education for Latina/o students, as well as all students. In that world view, teachers will engage Latina/o students in the teaching and learning enterprise exuding an ethic of caring and of respect. They will construct an implicit dignity as the foundation for Latina/o students' personal and academic success. Teachers will dare to understand and work with Latina/o students, and Latino/a students will dare to dismantle the many oppressive realities that they have become accustomed to and have many times accepted. This liberatory education will embrace curricular constructs that acknowledge and nurture multiplicity, plurality, and indeterminacy, replacing racism and linguicism with respect and dignity. (Contains 94 references.)
Rudolfo Chávez Chávez. A Curriculum Discourse for Achieving Equity: Implications for Teachers When Engaged with Latina and Latino Students. (1997). Hispanic Dropout Project: Albuquerque, NM.
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