A Critical Foundation for Bilingual Education

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 bi...

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Bibliographic Details
Published inJournal for critical education policy studies Vol. 9; no. 2; pp. 186 - 198
Main Authors Smith, Matthew David, Rodriguez, Arturo
Format Journal Article
LanguageEnglish
Published Institute for Education Policy Studies 01.11.2011
Subjects
Bilingual Education
Bilingual Teachers
Bilingualism
Critical Theory
Federal Legislation
Hispanic American Students
Literacy
Middle School Teachers
New Mexico
No Child Left Behind Act 2001
Reading Materials
School Districts
Social Studies
Spanish Speaking
Teaching Experience
Teaching Methods
Urban Areas
New Mexico
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Summary: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.
ISSN:1740-2743