Community Cultural Wealth Pedagogies
Cultivating Autoethnographic Counternarratives and Migration Capital
Bibliographic Data
| ID | 8220948 |
|---|---|
| Authors | Rosa M Jimenez (University of San Francisco), Rosa María Rodríguez Jiménez (0000-0003-0467-2886, University of San Francisco, corresponding author) |
| Year | 2020 |
| Volume | 57 |
| Issue | 2 |
| Pages | 775-807 |
| Publication date | 2020-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831219866148 |
| OpenAlex | W2964435851 |
| Language | EN |
| Citations received | 27 |
| References cited | 59 |
Pedagogies employing critical traditions have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace a teacher’s journey—new to critical pedagogies—as she learned about community cultural wealth and incorporated family histories as counterstorytelling curricula with her sixth-grade class of immigrant students in California’s Central Valley. I examine the pedagogical implementation with examples of students’ meaning making. The teacher and students demonstrated what I am advancing as migration capital—or knowledges, sensibilities, and skills cultivated through the array of migration/immigration experiences to the United States or its borderlands. This study highlights the potential of community cultural wealth pedagogies and as pedagogical tools to counter deficit narratives with Latina/o immigrant youth
Capital (architecture · Class (philosophy · Critical pedagogy · Cultural capital · Curriculum · Geography · Immigration · Meaning (existential · Narrative · Pedagogy · Political science · Power (physics · Social science · Sociology · Critical Race Theory in Education · Gender Studies · Higher Education Research Studies · Indigenous and Place-Based Education · Psychology
Exploring changes in high school teachers' culturally sustaining pedagogy after training for and implementing an ethnic-racial identity curriculum
Educators in Ethnoburbs
Embodiment and Social Distancing
Educational policies in early childhood education programs in Kenya and Nepal
The Covid-19 Pandemic and Emerging Cultural Assets
‘I found comfort in Spanglish
Challenging Deficit Discourses with Counterstories of Cultural Wealth
Preparing Teachers to Partner With Multilingual Families and Families of Children With Disabilities
The Counter-Deficit Lens in Educational Research
“Walking the Talk”
Missing the Mark
Praxis of Grief, Joy, and Healing
Refugee and Immigrant Youth Leaders
Documenting resiliencies, aspirations, and cultural assets of migrant teachers with undocumented backgrounds
Through the Lens of a Latino Jewish Teacher
Latinx Families Homeschooling
I Close My Eyes and Dream”
Indigenous Latinx students and translanguaging
An interdisciplinary framework examining culture and adaptation in migrant children and adolescents
No nos podemos quedar en el pasado”
Cultivating and leveraging the community cultural wealth of black students in high cognitive demand elementary mathematics classrooms
Sembrando Semillas , sowing seeds
Counterstory methodology in a university‐high school collaboration to center and humanize Latina/o voices
Ethnic Studies
Cultivating Community Cultural Wealth and Armed Love
Rise Up, Hand in Hand”
For Such a Time as This
Humanitarianism and Mass Migration
The Art of Critical Pedagogy
Dismantling Contemporary Deficit Thinking
Revolutionizing Education
Silent Covenants
Multicultural teacher education for the 21st century
Power and Agency in Education
A Humanizing Pedagogy
Social Design Experiments
Political Sociology of Adult Education
The translanguaging classroom
Constructing Illegality in America
Youth Resistance Research and Theories of Change
Writing Ethnographic Fieldnotes
Toward a Critical Race Theory of Education
Ideology and Curriculum
Whose culture has capital? A critical race theory discussion of community cultural wealth
Critical Race Counterstories along the Chicana/Chicano Educational Pipeline
Cultural Artifacts
Classifying Language-Minority Students
Humanizing Pedagogy
Citizenship education and global migration
The praxis of ethnic studies
To valerse por si misma between race, capitalism, and patriarchy
Wrestling with problematics of whiteness in teacher education
Critical Race Theory and Ethnographies Challenging the Stereotypes
From Inner City to Ivory Tower
Critical Race Theory and the Whiteness of Teacher Education
Culturally Relevant Pedagogy 2.0
Culturally Sustaining Pedagogy
Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive
The Academic Adaptation of Immigrant Students with Interrupted Schooling
Talking Back
Variability in Minority School Performance
Reproduction in education, society, and culture
Critical race theory
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework
Storytelling for Oppositionists and Others
Missing the (Student Achievement) Forest for All the (Political) Trees
Beyond the Methods Fetish
Grandmother to Granddaughter
Critical Race Theory and Education
Decolonizing Methodologies
Voices of Our Past
Consejos
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies
Critical Race Methodology
| Unique citing works | 27 |
|---|---|
| Citations per year | 4,5 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 27 |