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Enacting Critical Racial Literacies: A Qualitative Study of Bilingual Latina Teachers' Pedagogical Approaches
Enacting Critical Racial Literacies: A Qualitative Study of Bilingual Latina Teachers' Pedagogical Approaches
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091538.5
- ISBN
- 9798270232023
- DDC
- 006.7
- 저자명
- Pineda, Mónica
- 서명/저자
- Enacting Critical Racial Literacies: A Qualitative Study of Bilingual Latina Teachers Pedagogical Approaches / Mónica Pineda
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (248 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Fránquiz, María; Salinas, Cinthia Committee members: Leija, María G.; Celedón-Pattichis, Sylvia; Urrieta, Luis.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약This qualitative critical case study examines the pedagogical practices and racial literacy enactments of five early-career bilingual Latina teachers. Grounded in CRT, LatCrit, and Freirean pedagogy, the study explores how participants resist assimilationist structures and reimagine bilingual education as a space for justice and affirmation. Using interviews, focus groups, and multimodal artifacts over five years, findings show that critical racial literacies are lived as recursive praxis. This research centers las maestras' counterstories as theory and practice, offering implications for teacher education, policy, and the ongoing struggle for racial and linguistic justice.
- 언어주기
- English
- 일반주제명
- Pedagogy
- 일반주제명
- Bilingual education
- 일반주제명
- Linguistics
- 키워드
- Racial literacy
- 기타저자
- The University of Texas at Austin Curriculum and Instruction
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798270232023
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a006.7
■1001 ▼aPineda, Mónica▼eauthor.
■24510▼aEnacting Critical Racial Literacies: A Qualitative Study of Bilingual Latina Teachers' Pedagogical Approaches ▼cMónica Pineda
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (248 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Fránquiz, María; Salinas, Cinthia Committee members: Leija, María G.; Celedón-Pattichis, Sylvia; Urrieta, Luis.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aThis qualitative critical case study examines the pedagogical practices and racial literacy enactments of five early-career bilingual Latina teachers. Grounded in CRT, LatCrit, and Freirean pedagogy, the study explores how participants resist assimilationist structures and reimagine bilingual education as a space for justice and affirmation. Using interviews, focus groups, and multimodal artifacts over five years, findings show that critical racial literacies are lived as recursive praxis. This research centers las maestras' counterstories as theory and practice, offering implications for teacher education, policy, and the ongoing struggle for racial and linguistic justice.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aPedagogy
■650 4▼aBilingual education
■650 4▼aLinguistics
■653 ▼aLinguistic justice
■653 ▼aRacial literacy
■653 ▼aFreirean pedagogy
■653 ▼aMultimodal artifacts
■7102 ▼aThe University of Texas at Austin▼bCurriculum and Instruction.▼edegree granting institution.
■7201 ▼aFránquiz, María▼edegree supervisor.
■7201 ▼aSalinas, Cinthia▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361216▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
