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The story of La Raza studies: An his...

Swenson, Crystal L.

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The story of La Raza studies: An historiography investigating deficit discourses, Latino students and critical pedagogy.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The story of La Raza studies: An historiography investigating deficit discourses, Latino students and critical pedagogy./
Author:	Swenson, Crystal L.
Description:	305 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4331.
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Education, Multilingual. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426709
ISBN:	9781124287942

The story of La Raza studies: An historiography investigating deficit discourses, Latino students and critical pedagogy.
Swenson, Crystal L.

The story of La Raza studies: An historiography investigating deficit discourses, Latino students and critical pedagogy. - 305 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4331.

Thesis (Ph.D.)--The University of Arizona, 2010.

Constructed from a social justice paradigm, the researcher of this study combines historical research methods, case study strategies and the lens of critical race theory (CRT) to investigate the Raza Studies program within the Tucson Unified School District's Ethnic Studies Department.

ISBN: 9781124287942Subjects--Topical Terms:

1669153
Education, Multilingual.

The story of La Raza studies: An historiography investigating deficit discourses, Latino students and critical pedagogy.
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020 $a 9781124287942
035 $a (UMI)AAI3426709
035 $a AAI3426709
040 $a UMI $c UMI
100 1 $a Swenson, Crystal L. $3 1678134
245 1 4 $a The story of La Raza studies: An historiography investigating deficit discourses, Latino students and critical pedagogy.
300 $a 305 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4331.
500 $a Adviser: Kevin D. Vinson.
502 $a Thesis (Ph.D.)--The University of Arizona, 2010.
520 $a Constructed from a social justice paradigm, the researcher of this study combines historical research methods, case study strategies and the lens of critical race theory (CRT) to investigate the Raza Studies program within the Tucson Unified School District's Ethnic Studies Department.
520 $a With equal emphasis, this study has four aims: (1) to provide a deep literature review revealing the historical plight of Latin students (Darder, 1997; Valencia, 1991/1997/2002); (2) to explore the maintenance of deficit discourses and subtractive schooling conditions in relation to Latin students (Ogbu, 1998; Solorzano and Yosso, 2001; Valenzuela, 1999); (3) to offer a counter discourse based on an exploration of alternative critical pedagogies (Cammarota and Romero, 2006/2009; Freire, 1970/1973; Giroux; 1988; Kincheloe; 2004; McLaren, 1997/2003) and; (4) to tell the story of Raza Studies primarily using newspaper articles, letters to the editor and editorials written in response to four major events that occurred from 2007-2010.
520 $a Within this study, CRT is the most effective theoretical framework to uncover the malignant schooling conditions and practices imposed on Latin youth because it allows the researcher to examine how racial stereotyping might contribute to the continued marginalization and subordination of Latin students. In turn, the investigation into the conditions and events surrounding La Raza Studies suggests that implicit (and explicit) racist attitudes, within the public discourse, not only impede Latin student success but that they also intend to. (Solorzano and Yosso 2001; Giroux 2005). Additionally, this historical descriptive account is further developed and magnified by a critical analysis of the data (58 opinion-based responses retrieved from a local newspaper). Coding for indicators of a deficit discourse (stereotypes, prejudice, xenophobia, etc.), a critical reflection and discussion of these texts is considered within the larger themes of power, ideology, and hegemony. (Apple, 1979/1995; Fairclough, 1995/2001; Giroux, 2004/2005; Giroux and McLaren, 1989; Gramsci, 1971; van Dijk, 1987/1998; Wodak, 1989).
520 $a In consideration of the four aims of this study combined with the researcher's theoretical framework and bias, she believes the reader will gain a more empathetic, even if only a more informed, perspective regarding the educational plight of Latin students.
590 $a School code: 0009.
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Hispanic American Studies. $3 1017793
690 $a 0455
690 $a 0456
690 $a 0631
690 $a 0737
710 2 $a The University of Arizona. $b Teaching & Teacher Education. $3 1023285
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Vinson, Kevin D., $e advisor
790 1 0 $a Griego-Jones, Toni $e committee member
790 1 0 $a Evans, Carol $e committee member
790 $a 0009
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426709