This article describes how an anti-racist curriculum constructed on Critical Race Theory (CRT) and Latino Critical Pedagogy
(LatCrit) helped Mexican and Chicano middle school students enrolled in an alternative education program to alter their
attitudes toward the use of English, and to change their forms of self-identification resulting in the development of a Chicano
consciousness. In the beginning of this fourteen-month study, 9.6% of the students identified with the Chicano label.
However, at the end of the study, 77% of the class selected the Chicano label for self-identification. Moreover, this
investigation bridges the theoretical concepts of Critical Pedagogy to everyday practice in a middle school classroom. In short, the tenets of this theoretical framework were applied in the design and the implementation of the curriculum.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/219198 |
| Date | January 2006 |
| Creators | Casas, Martha |
| Contributors | University of Texas, El Paso, Teacher Education Department |
| Publisher | University of Arizona, Mexican American Studies and Research Center |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Book |
| Rights | The MASRC Working Paper Series © The Arizona Board of Regents |
| Relation | MASRC Working Paper Series; 33, http://mas.arizona.edu/node/658 |
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