Desarrollar la habilidad del maestro al aprender acerca de las experiencias racializadas descritas por jóvenes latinos de escuela intermedia y superior.
Portada de la revista Número 30, Diciembre 2015
PDF (English)

Palabras clave

critical race theory
cultural gap
Hispanic students
teacher education diferencia cultural
educación del maestro
estudiantes hispanos
teoría crítica racial

Cómo citar

Gabriel, M. L. (2015). Desarrollar la habilidad del maestro al aprender acerca de las experiencias racializadas descritas por jóvenes latinos de escuela intermedia y superior. Revista De Educación De Puerto Rico (REduca), (30), 38-54. Recuperado a partir de https://revistas.upr.edu/index.php/educacion/article/view/13244

Resumen

Este artículo presenta evidencia en torno a una tendencia en la educación de los Estados Unidos, donde la diferencia cultural entre los profesores y sus alumnos no permite que haya una comprensión completa de las experiencias de los estudiantes cultural y lingüísticamente diversos en las escuelas y en sus comunidades, específicamente la de los hispanos y latinos. Los resultados parciales de un estudio de análisis documental cualitativo basado en la teoría crítica racial (“critical race theory”) completado en 2011 demuestra la existencia de racismo individual y social que afecta a los estudiantes hispanos y latinos en escuela intermedia y superior (en algunos lugares, escuela secundaria y preparatoria), así como en sus comunidades. Los maestros pueden aprender más sobre lo que significa ser un profesor en un contexto global si logran comprender las experiencias racializadas verbales y no verbales de los 105 estudiantes hispanos y latinos descritas en este estudio.

Cómo citar:
Gabriel, M. L. (2015). Building Teacher Skill by Learning about Racialized Experiences Described by Latin@ Middle and High School Youth. Cuaderno de Investigación en la Educación, 30, 38-54. Recuperado a partir de https://revistas.upr.edu/index.php/educacion/article/view/13244

PDF (English)

Citas

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