Start Date

3-3-2017 11:00 AM

End Date

3-3-2017 11:50 AM

Description

This on-going ethnographic study examines how a counter-space, La Libertad, introduces Latin@ students to a liberating pedagogy of praxis which counters dehumanization they experience in their high school. This study used Paulo Freire dehumanization concept as a guide to reveal how Latin@ youth encounter oppression, injustice, and exploitation in school. The researcher spent nearly 120 hours over eleven months in the field collecting data through participant observation, field notes, and personal reflection essays. Observational data was collected in high schools, at La Libertad during activities such as Latin@ Identity Object Sharing activity, and during youth presentations on college campuses. Tentative results reveal a liberating pedagogy offers Latin@ youth the opportunity to engage in both forms (internal and external) of transformational resistance. For example, participants are inspired to graduate from college and give back to their community through service professions. Participants also engage in presentations on college campuses with future teachers about unfair treatment in school due to their Latin@ness.

Presenter Information

Carlos R. Casanova, Doctoral Student, School of Education

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Mar 3rd, 11:00 AM Mar 3rd, 11:50 AM

You trying to make me feel stupid or something?: Countering Dehumanization of Latin@ Youth Through a Liberating Pedagogy of Praxis

This on-going ethnographic study examines how a counter-space, La Libertad, introduces Latin@ students to a liberating pedagogy of praxis which counters dehumanization they experience in their high school. This study used Paulo Freire dehumanization concept as a guide to reveal how Latin@ youth encounter oppression, injustice, and exploitation in school. The researcher spent nearly 120 hours over eleven months in the field collecting data through participant observation, field notes, and personal reflection essays. Observational data was collected in high schools, at La Libertad during activities such as Latin@ Identity Object Sharing activity, and during youth presentations on college campuses. Tentative results reveal a liberating pedagogy offers Latin@ youth the opportunity to engage in both forms (internal and external) of transformational resistance. For example, participants are inspired to graduate from college and give back to their community through service professions. Participants also engage in presentations on college campuses with future teachers about unfair treatment in school due to their Latin@ness.