Generating Transworld Pedagogy
Reimagining La Clase Mágica
Contributions by Kris D. Gutiérrez, Mayra Martínez Avidad, Patricia López, Angela Valenzuela University of Texas at Austin; author of Subtractive Schooling: U.S.-Mex, Lorena Claeys, Henri Muñoz, Patricia Sánchez, Timothy T. Yuen, Macneil Shonle, Theresa Lara DeHoyos, Lisa Santillán, Adriana S. García, Iliana Alanís The University of Texas at San Antonio, USA, Maria Arreguín-Anderson, Kimberley Kennedy, Lucila Ek, Armando Garza, Carmen Martínez-Roldán, Craig Willey, Carlos LópezLeiva University of New Mexico, USA, Zayoni Torres, Lena Licón Khisty, Margarita Machado-Casas, Beatriz Macías Gómez-Estern Edited by Belinda Bustos Flores University of Texas at San Antonio, Olga A. Vásquez, Ellen Riojas Clark
Publication date:
19 February 2014Length of book:
256 pagesPublisher
Lexington BooksDimensions:
235x160mm6x9"
ISBN-13: 9780739186831
Generating Transworld Pedagogy: Reimagining La Clase Mágica lays the foundation for addressing one of the greatest challenges in the 21st century: meeting the educational needs of a diverse society living in a complex, technology-driven world. It extends bilingual and bicultural transformative critical pedagogy by appropriating the use of mobile devices and digital tools within an after-school setting. Four theoretical concepts anchor this collection: the dialectic method, concepts of culture, a bilingual/bicultural critical pedagogy, and the notion of the sacred sciences.
Generating Transworld Pedagogy showcases the intersection of learners’ linguistic, cultural, and historical knowledge as critical tools for learning and for navigating the broader society. The volume serves as an ideal framework for preparing teacher educators and teacher candidates for a world in motion. It provides a deeper understanding of the conditions needed to create the ideal learning and teaching opportunities for bilingual learners. Special highlights include a comprehensive resource for integrating linguistic and cultural diversity within a technological and global perspective for 21st century teachers and learners; a resource for launching the model in new sociocultural contexts; an exemplar of the innovative uses of mobile technology and digital literacies within the learning setting; and a model for engaging in socially-designed community-based research that can extend to an international scale.
Generating Transworld Pedagogy showcases the intersection of learners’ linguistic, cultural, and historical knowledge as critical tools for learning and for navigating the broader society. The volume serves as an ideal framework for preparing teacher educators and teacher candidates for a world in motion. It provides a deeper understanding of the conditions needed to create the ideal learning and teaching opportunities for bilingual learners. Special highlights include a comprehensive resource for integrating linguistic and cultural diversity within a technological and global perspective for 21st century teachers and learners; a resource for launching the model in new sociocultural contexts; an exemplar of the innovative uses of mobile technology and digital literacies within the learning setting; and a model for engaging in socially-designed community-based research that can extend to an international scale.
The challenging of entrenched practices and historical perspectives that reinforce hegemonic constructions of teaching effectiveness and student learning are deconstructed through the reimagining of 'La Clase Mágica' as proposed in Generating Transworld Pedagogy. Deeply entrenched institutional discourses that perpetuate and privilege dominant constructions of how learning occurs are examined. Specific attention is given to the social construction of processes that reduce learning to linear, Western-imbued representations, and limitations that have been imposed on bilingual learners. Contributors to this book advocate for re-envisioning educational practices by shifting current boundaries, integrating new technologies, embracing indigenous 'funds of knowledge' as valued and legitimate forms of cultural capital, recognizing and realigning communal experiences as inclusive critical reflections of knowledge from diverse communities, and embracing opportunities for student voices to powerfully contribute to the enterprise of their own learning. The historical contributions of ancestors, along with the diversity of context and content emerging through formal and informal productions of knowledge define the space for various stakeholders to contribute to expanding current repertoires of practice that can inform and eventually transform learning, thus 'generating transworld pedagogy.' Summing Up: Recommended. Research and professional collections.