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Esperanza School

Author: Eloisa Rodriguez

Publisher: IAP

Published: 2012-05-01

Total Pages: 155

ISBN-13: 1617356913

In Esperanza School: A Grassroots Community School in Honduras, Eloisa Rodriguez takes us into the daily lived experiences of members of a community school, Esperanza School, situated in a rural area in Honduras. Her work engages readers in a critical analysis of what Esperanza School represents for the community. Rodriguez explores the characteristics that have made Esperanza School a community school; in vivid, life-like detail, she describes how Esperanza School functions as the heart of the community by providing opportunities for impoverished youth to attend the school, facilitating relationships with a nearby orphanage, and developing professional development workshops for rural teachers. Rodriguez narrates the story of Esperanza School’s establishment, interactions within the community, and the characteristics of the school personnel that illuminate the social justice mission of the school and create new possibilities for the community. Throughout Rodriguez discusses how Esperanza School represents hope for quality education in this community, and ultimately, in her country, Honduras. Unlike many studies on community schools, this book deals with the reality of the community and the school’s impact on the community. The book compliments and extends the existing literature on community schools by focusing on the students’, teachers’ and founders’ experience of studying and working in Esperanza School. Rodriguez has been involved with Esperanza School for ten years; her personal passionate commitments to this school, and to her country, are illuminated in stories of her participation in the school. Through a multicultural and cross-cultural narrative inquiry methodological framework, a deeper understanding of the ideological, cultural and educational experiences of creating a community school, working in one, and the impact of having a community school are presented. A philosophical framework developed from the work of Paulo Freire and John Dewey provides an analytical lens to examine schooling in Honduras. The picture that emerges from this book provides a guide for ways to make a difference in the Honduran educational system and other developing countries. Pre-service and in-service teachers, educational researchers, administrators, educational policy makers, and those who advocate for educational settings and schools for impoverished communities can learn from this book. It is a representation of a necessity for developing countries to improve the education in schools: from ineffective public schools to community schools for all.

Esperanza Rising (Scholastic Gold)

Author: Pam Muñoz Ryan

Publisher: Scholastic Inc.

Published: 2012-10-01

Total Pages: 194

ISBN-13: 0545532345

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A modern classic for our time and for all time-this beloved, award-winning bestseller resonates with fresh meaning for each new generation. Perfect for fans of Kate DiCamillo, Christopher Paul Curtis, and Rita Williams-Garcia. Pura Belpre Award Winner * "Readers will be swept up." -Publishers Weekly, starred review Esperanza thought she'd always live a privileged life on her family's ranch in Mexico. She'd always have fancy dresses, a beautiful home filled with servants, and Mama, Papa, and Abuelita to care for her. But a sudden tragedy forces Esperanza and Mama to flee to California and settle in a Mexican farm labor camp. Esperanza isn't ready for the hard work, financial struggles brought on by the Great Depression, or lack of acceptance she now faces. When Mama gets sick and a strike for better working conditions threatens to uproot their new life, Esperanza must find a way to rise above her difficult circumstances--because Mama's life, and her own, depend on it.

The House on Mango Street

Author: Sandra Cisneros

Publisher: Vintage

Published: 2013-04-30

Total Pages: 130

ISBN-13: 0345807197

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NATIONAL BESTSELLER • A coming-of-age classic about a young girl growing up in Chicago • Acclaimed by critics, beloved by readers of all ages, taught in schools and universities alike, and translated around the world—from the winner of the 2019 PEN/Nabokov Award for Achievement in International Literature. “Cisneros draws on her rich [Latino] heritage...and seduces with precise, spare prose, creat[ing] unforgettable characters we want to lift off the page. She is not only a gifted writer, but an absolutely essential one.” —The New York Times Book Review The House on Mango Street is one of the most cherished novels of the last fifty years. Readers from all walks of life have fallen for the voice of Esperanza Cordero, growing up in Chicago and inventing for herself who and what she will become. “In English my name means hope,” she says. “In Spanish it means too many letters. It means sadness, it means waiting." Told in a series of vignettes—sometimes heartbreaking, sometimes joyous—Cisneros’s masterpiece is a classic story of childhood and self-discovery and one of the greatest neighborhood novels of all time. Like Sinclair Lewis’s Main Street or Toni Morrison’s Sula, it makes a world through people and their voices, and it does so in language that is poetic and direct. This gorgeous coming-of-age novel is a celebration of the power of telling one’s story and of being proud of where you're from.

Internationalizing Teaching and Teacher Education for Equity

Author: Jubin Rahatzad

Publisher: IAP

Published: 2016-09-01

Total Pages: 236

ISBN-13: 1681236621

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In Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators’ cross?cultural perspectives on the formation of knowledge through the internationalization of teacher education. Each chapter contributes to ongoing discussions about the process of internationalization in teacher education, and the impact of crossing ideological boundaries on the practice of teaching and teacher education. The varied perspectives that authors offer establish the importance of ideological travel as imperative to preparing internationally competent educators. This collection seeks to engage readers in a variety of critical reflections on the often?presumed benefits of internationalization in teacher education. Through questioning the presumed benefits of globalization as a hegemonic ideology, readers will encounter alternative perspectives that demonstrate the possibility of thinking otherwise. The diverse perspectives available in this book broaden theory, research, and practice, working toward more critical spaces of engagement with the process of internationalization. This collection intends to challenge the maintenance of the dominant ideologies internationally through research from a multiplicity of backgrounds. Each chapter is informed by the authors’ commitment to an ethical practice within teacher education for the purpose of constructing equitable social relations, understanding the process of internationalizing teacher education as a social justice movement. Opportunities and challenges within international teacher education are offered to inspire meaningful praxis. Planetary understandings inform readers through critical examinations of theory, research, and practice for the purpose of equitable social and educational transformations.

Chicago Latina Trailblazers

Author: Rita D. Hernández

Publisher: University of Illinois Press

Published: 2024-09-10

Total Pages: 245

ISBN-13: 025204729X

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Mexican American and Puerto Rican women have long taken up the challenge to improve the lives of Chicagoans in the city’s Latino/a/x communities. Rita D. Hernández, Leticia Villarreal Sosa, and Elena R. Gutiérrez present testimonies by Latina leaders who blazed new trails and shaped Latina Chicago history from the 1960s through today. Taking a do-it-all attitude, these women advanced agendas, built institutions, forged alliances, and created essential resources that Latino/a/x communities lacked. Time and again, they found themselves the first Latina to hold their post or part of the first Latino/a/x institution of its kind. Just as often, early grassroots efforts to address issues affecting themselves, their families, and their neighborhoods grew into larger endeavors. Their experiences ranged from public schools to healthcare to politics to broadcast media, and each woman’s story shows how her work changed countless lives and still reverberates across the entire city. An eyewitness view of an unknown history, Chicago Latina Trailblazers reveals the vision and passion that fueled a group of women in the vanguard of reform. Contributors: Ana Castillo, Maria B. Cerda, Carmen Chico, Aracelis Flecha Figueroa, Aida Luz Maisonet Giachello, Mary Gonzales, Ada Nivia López, Emma Lozano, Virginia Martinez, Carmen Mendoza, Elena Mulcahy, Guadalupe Reyes, Luz Maria B. Solis, and Carmen Velasquez

Internationalizing Teacher Education for Social Justice

Author: JoAnn Phillion

Publisher: IAP

Published: 2014-03-01

Total Pages: 236

ISBN-13: 162396606X

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In Internationalizing Teacher Education for Social Justice: Theory, Research, and Practice, editors Suniti Sharma, JoAnn Phillion, Jubin Rahatzad, and Hannah L. Sasser present a collection of personal, passionate, and participatory global perspectives of teacher educators on internationalizing teacher education for social justice. The reader will encounter each author’s personal and professional journey into global classrooms for internationalizing teacher education and supporting future teachers in developing competencies necessary for addressing the academic needs of diverse K-12 classrooms. This collection provides a broad, critical, and interpretive overview of shifts in U.S. and global perspectives to offer transformative frameworks and strategies on preparing K-12 teachers to meet the complex demands for skills in the twenty-first century. The global tenor of this book, framed by theory, research, and practice spanning several countries provides a timely contribution to internationalizing teacher education for social justice in the twenty-first century. The authors’ dedication to preparing teachers who have knowledge of world cultures and global issues, combined with a deep commitment to social justice for promoting equity in education, informs each chapter. The authors take up the internationalization of teacher education for social justice as both an opportunity and a challenge, transcending rhetoric to meaningful action, situating their global understanding to inform readers of critical engagement with, and examination of, theory, research, and practice for effecting social and educational change.

A Reader of Narrative and Critical Lenses on Intercultural Teaching and Learning

Author: Candace Schlein

Publisher: IAP

Published: 2016-10-01

Total Pages: 246

ISBN-13: 1681236699

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It has become increasingly critical for both novice and experienced educators to bring to their diverse classrooms a set of dispositions, skills, and experiences that will enhance learning for all students, especially pupils from diverse cultural and language backgrounds. Intercultural teaching experiences offer opportunities for teachers and student teachers to learn about cultures and cultures of schooling via first?hand interactions. In this way, intercultural teaching enables educators to intertwine the personal, political, cultural, social, theoretical, and practical as a means of making important changes in school and classroom life. A Reader on Narrative and Critical Lenses of Intercultural Teaching and Learning offers readers a set of chapters that highlights the work of researchers, educators, and teacher educators that displays new possibilities for ongoing teacher development and positive social and educational changes. This book engages in critical and narrative exploration of intercultural teaching, intercultural competence, and the relationship between the work of educators in different countries and teaching for diversity. This text also accounts for international, intra?cultural, and intercultural teaching beyond early field experiences and student teaching programs by including the viewpoints of educators with these experiences. Significantly, this book enhances the current dialogue on intercultural teaching and on intercultural competence with first?hand narrative accounts of life, teaching, and research in intercultural professional settings in order to bring to light intricate understandings of this form of educator professional development. In addition, this text critically unpacks aspects of intercultural teacher development and programs supporting such endeavors as they explicitly enhance educators’ capacities for personal, passionate, and participatory teaching and inquiry.