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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Published in | Journal for critical education policy studies Vol. 9; no. 2; pp. 186 - 198 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Institute for Education Policy Studies
01.11.2011
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Subjects | |
Online Access | Get more information |
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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. |
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ISSN: | 1740-2743 |