In a World of Disposable Students: The Humanizing Elements of Border Pedagogy in Teacher Education

Y

14

Teacher Education; High Stakes Tests; Educational Legislation; Federal Legislation; Hispanic Americans; English Language Learners; Scores; Preservice Teachers; Second Language Learning; Secondary School Teachers; Secondary Education; Inservice Teacher Education; Instruction; Foreign Countries; Humanization; Commercialization; English (Second Language); High School Students; Disadvantaged Youth; Power Structure; Cheating; Racial Attitudes; Minority Group Students; Ethnicity; Racial Identification; Consciousness Raising; Ethnic Diversity; Teacher Educators

Mexico; Texas; Texas (El Paso); United States

0018-1498

One of the many consequences of a neoliberal, high-stakes policy in No Child Left Behind has been that teachers and administrators have resorted to the systematic removal of vulnerable student groups, such as Latina/o English language learners. This process has dehumanized these students and commodified aspects of their identity, such as language, and deemed them disposable in the pursuit of high test scores. Border pedagogy is one way to address how pre- and in-service educators can be prepared to become critical and empowered educators of border youth in the pursuit of a more just and humanizing education.

As Provided

63

2016

EJ1104145