BE020838: A Curriculum Discourse for Achieving Equity: Implications for Teachers When Engaged with Latina and Latino Students.
| Acquisition Number: | BE020838 |
| Title: | A Curriculum Discourse for Achieving Equity: Implications for Teachers When Engaged with Latina and Latino Students. |
| Year: | 1997 |
| Author: | Chavez, Rudolfo Chavez |
| Institution/Corporate Author: | Hispanic Dropout Project, Washington, DC |
| Language: | English |
| Publication Type: | 070; 141 |
| Notes: | 70 p. |
| Online: | http://www.ncela.gwu.edu/files/rcd/BE020838/HDP_Paper__3__A_Curriculum___.pdf |
| Descriptors: | Hispanic Americans Curriculum Development Curriculum Problems Curriculum Evaluation Hidden Curriculum Social Bias Cultural Background Teaching Experience Teacher Education Teacher Education Curriculum Teacher Improvement Teacher Attitudes Educ Elementary Secondary Education |
| Identifiers: | Educational Research |
| Abstract: | This paper argues that education for Latino students must be reconceptualized to include a postmodern perspective seeped in social justice and discusses three curricular constructs that provide such a world view for teachers and teacher-education institutions. These constructs of "to be," "to know," and "to know how to do the right thing," contain overarching qualities meant to transcend and contextualize experience for teachers committed to the educational welfare of all students. "To be" suggests the teacher's self-authentication of his sociocultural context and background. "To know" is the generation of knowledge and the reappropriation of existing knowledge that has been contextually critiqued. "To know how to do the right thing" requires moral and ethical imperatives that encourage teachers to question the hidden curriculum of their schools and the educational system. Constructing a curriculum discourse that incorporates these factors and which acknowledges the contextual realities of Latino students is considered. (jpb) |
| Scope Notes: | Educational Research |