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首页> 外文期刊>The Urban Review >Moving Toward An Empowering Setting in a First Grade Classroom Serving Primarily Working Class and Working Poor Latina/o Children: An Exploratory Analysis
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Moving Toward An Empowering Setting in a First Grade Classroom Serving Primarily Working Class and Working Poor Latina/o Children: An Exploratory Analysis

机译：向主要服务于工人阶级和在职拉丁裔/ o儿童的小学一年级教室中的赋权环境迈进：探索性分析

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摘要

Empowering settings are important places for people to develop leadership skills in order to enact social change. Yet, due to socio-cultural constructions of childhood in the US, especially constructions around working class and working poor children of Color, they are often not seen as capable or competent change agents, or in need of being in empowering settings. Based on a 9-month participant observation study of a first grade public charter school classroom in central California, this paper examines how one teacher used an alternative, artist-focused curriculum to take steps to facilitate a more empowering setting for her working class and working poor students, most of whom were Latina/o. We illustrate how this teacher worked to implement the components of an empowering setting within her classroom space: community building, peer-based support, meaningful roles, and shared leadership among her students. Student and teacher interviews are also used to triangulate findings. Implications include providing ways to assist young children as they become social change agents.
机译：赋权环境是人们发展领导才能以实现社会变革的重要场所。但是，由于美国童年时代的社会文化结构，尤其是围绕工人阶级和有色人种的工作贫困儿童的结构，他们通常不被视为有能力或有能力的变革推动者，或者需要处于授权环境中。基于对加州中部一年级公立特许学校教室进行的为期9个月的参与者观察研究，本文研究了一位老师如何使用替代的，以艺术家为中心的课程来采取步骤，为她的上班和工作环境提供更多的赋权环境贫穷的学生，其中大多数是拉丁裔。我们说明了这位老师如何在课堂空间内实现授权环境的组成部分：社区建设，基于同伴的支持，有意义的角色以及学生之间的共同领导。学生和老师的访谈也被用于三角化发现。含义包括提供帮助幼儿成为社会变革推动者的方法。

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