The Preparation of Latino/a Teachers: A LatCrit Analysis of the Role of University Centers in Latino/a Teacher Development
Document Type
Book Chapter
Publication Date
2018
Abstract
Latino Critical Theory (LatCrit) is used as the theoretical vehicle to analyze the preparation of Latino/teachers as it extends beyond the original conceptualizations in the field of law via Critical Race Theory. It is theoretically amplified through the inclusion of issues of language, immigration, ethnicity, culture, identity, phenotype, and sexuality. While demographic trends and projections have pointed towards shifts in greater numbers and proportions of Latinos in schools in California, the southwest and the nation over several decades. The low numbers of Latino teachers in schools increase the disconnectedness of students and their families with their community schools by distancing them culturally and linguistically. The search for excellence in preparing and supporting teachers across two millennia reflects four competing political agendas in teacher preparation. Traditional" teacher preparation and professional development practices in the United States fail to address ideological issues regarding the education of Latino/a English learners.
Original Publication Citation
Lavadenz, M. & Colón-Muñiz, A. (2018). The Preparation of Latino/a Teachers: A LatCrit Analysis of the Role of University Centers in Latino/a Teacher Development. In: P.Ramírez, C. Faltis, & E. deJong. Learning from Emergent Bilingual Latinx in Prek-12: Critical Teacher Education. Routledge: New York.
Digital Commons @ LMU & LLS Citation
Lavadenz, Magaly, "The Preparation of Latino/a Teachers: A LatCrit Analysis of the Role of University Centers in Latino/a Teacher Development" (2018). Education Faculty Works. 46.
https://digitalcommons.lmu.edu/education_fac/46
Comments
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