자연주의적 탐구조사(Naturalistic Inquiry)

In this chapter, I explore poverty as an outside-of-school factor and its influence on the inside-of-school experiences and outcome of students. I consider the interconnected space of learning, instructional practices, and poverty. In particular, I use critical race theory as an analytic tool to unpack, shed light on, problematize, disrupt, and analyze how systems of oppression, marginalization, racism, inequity, hegemony, and discrimination are pervasively present and ingrained in the fabric of policies, practices, institutions, and systems in education that have important bearings on students—all students—even though most of the studies reviewed did not address race in this way. I analyze the interrelationship between race and poverty. My point in using race as an analytic site is not to suggest that people are in poverty because of their race but to demonstrate how race can be a salient factor in how people experience and inhabit the world and consequently education. My point is that we (those of us in education and who care about it) should work to eradicate poverty for all students, not just students of color. However, we need to understand and question why a disproportionate number of students of color live in poverty and are from lower socioeconomic backgrounds. We should not ignore this reality: Proportionally, more people/students of color live in poverty than do White people. Why? Carefully examine Table 1. Adapted from Munin (2012) and Simms, Fortuny, and Henderson (2009), Table 1 demonstrates the disproportionate representation of White, Black, and Hispanic (Brown) low-income families in the United States. In Munin’s (2012) words,

Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens

• Interpretive Questions have more than one “right” answer. The answer to an interpretive question must be supported by evidence. It requires that students interpret the information based on their unique perspectives. Example: William Golding has said, “The theme of Lord of the Flies is an attempt to trace the defects of a society back to the defects of human nature.” Based on your interpretation of the events in the novel, what are the principle defects in human nature that led to the breakdown of the boys’ ability to govern themselves and maintain order?

The art of asking questions

Se acerca la Navidad y hay que pensar qué vamos a reglarles a nuestros seres queridos como muestra de afecto en esta fecha especial. La lectura siempre es una buena opción ya que además de entretener, enriquece los conocimientos de la persona a quien regalamos el texto, más aún cuando se trata de libros sobre historia y cultura puertorriqueña, que explican tanto las raíces como las tradiciones de la Isla.

The Puerto Rican Nation on the Move: Identities on the Island and in the United States

This article investigates the motivations of African American and Latino girls (N = 41) who navigate urban Southwest school districts during the day, but voluntarily attend a 2-year, culturally res...

COMPUGIRLS’ Standpoint Culturally Responsive Computing and Its Effect on Girls of Color

Motivated by shifting demographics and the persistently low academic performance of Latinas/os in U.S. schools, the authors examine factors that influence the recruitment and retention of Latina/o teachers. Applying Latina/o critical race theory and cross-case analysis to data collected from three groups of Latinas/os at distinct points in the teacher pipeline—high school students, undergraduate preservice teachers, and inservice teachers—the authors conclude that the perspectives and experiences of Latinas/os differ significantly from the dominant narrative on teacher recruitment and retention, which is largely defined by White teachers’ career histories. The findings of this study serve as an important race- and culture-conscious counternarrative that can inform efforts to systematically diversify the teaching profession.

Teach for América The Latinization of U.S. Schools and the Critical Shortage of Latina/o Teachers

The evolving research on how adults learn best holds promise for improving the design of programs leading to the doctorate of education (Ed.D.). Specifically this body of research suggests that an effective Ed.D. program (a) builds upon the experience-based mental models learners use to guide their thinking, (b) engages learners in rich experiences that expand their mental models, and (c) involves learners in settings where they have opportunities to use the knowledge and skills they gain in courses to address problems of practice.

Morgaen L. Donaldson

Papers

Teach for América The Latinization of U.S. Schools and the Critical Shortage of Latina/o Teachers

An Ed.D. Program Based on Principles of How Adults Learn Best