Critical Caring: Dispelling Latino Stereotypes Among Preservice Teachers

Rosemary Gonzalez; Christina U. Ayala-Alcantar

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Critical Caring: Dispelling Latino Stereotypes Among Preservice Teachers

机译：关键关怀：消除职前教师中的拉丁裔刻板印象

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Two Chican@ Studies professors share their pedagogy training preservice teachers in a course on the educational experiences of Latin@ youth. We describe our classroom practices based on a critical care framework. This framework moves student teachers beyond a superficial form of caring to a critically engaged relationship with students and their families. Our pedagogy is characterized by the following features: (a) creating a safe space to discuss beliefs and stereotypes regarding Latin@s, (b) engaging in active learning and developing critical thinking about stereotypes and inequalities, and (c) empowering preservice teachers to develop more optimal learning environments for Latino students.

机译：两位Chican @ Studies教授在一门有关Latin @青年的教育经验的课程中分享了他们的教学法培训职前教师。我们根据重症监护框架描述我们的课堂实践。该框架使学生教师从表浅的关怀形式转移到了与学生及其家庭的关键关系。我们的教学法具有以下特征：（a）创建一个安全的空间来讨论有关Latin @ s的信念和定型观念；（b）积极学习并发展关于定型观念和不平等现象的批判性思维，以及（c）使职前教师有能力为拉丁裔学生开发更理想的学习环境。

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来源
《Journal of Latinos and Education》 |2008年第2期|129-143|共15页
作者
Rosemary Gonzalez; Christina U. Ayala-Alcantar;
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作者单位

Departments of Child & Adolescent Development and Chicana/o Studies, California State University, Northridge;

Department of Chicana/o Studies, California State University, Northridge;

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原文格式 PDF
正文语种 eng
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关键词
active learning; critical pedagogy; stereotypes; teacher training;

机译：主动学习;批判教学法刻板印象;教师培训;

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Critical Caring: Dispelling Latino Stereotypes Among Preservice Teachers

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