Construction of Critically Transformative Education in the Tucson Unified School District
Bibliographic Data
| ID | 12764737 |
|---|---|
| Authors | Augustine F Romero (Tucson Unified School District, corresponding author), H T Sánchez (Tucson Unified School District) |
| Year | 2014 |
| Volume | 16 |
| Issue | 4 |
| Pages | 240-244 |
| Publication date | 2014-10-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Multicultural Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 1532-7892 • E-ISSN: 1521-0960 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15210960.2014.956631 |
| OpenAlex | W2052926120 |
| Language | EN |
| Citations received | 2 |
| References cited | 2 |
A critically transformative education continues to be at the center of Tucson Unified School District's (TUSD) equity and academic excellence mission. Through the use of the Social Transformation paradigm and the lesson learned from the implementation of the Critically Compassionate Intellectualism Model, TUSD once again created a cutting edge transformative, cultural, ethnic, multicultural, equity-based curricula that seeks to stimulate the blossoming intellectual capacities of our students. It presents the opportunity to build foundations and structures of collective and individual agency. Along the lines of agency, it promotes what is called barriorganic intellectualism and the nurturing of gardens of intellectualism (jardines del intelectualismo) that provide opportunities for both the academic and personal transformation of our students
Mathematics education · Pedagogy · School district · Sociology · Transformative learning · Critical and Liberation Pedagogy · Critical Race Theory in Education · Psychology · Service-Learning and Community Engagement
| Citations per year | 0.25 |
|---|---|
| Citation span | 2018 - 2022 (5) |
| Highly cited | No |