final essay paper-critical education in the border without boundaries-jorge orozco

8/18/2019 Final Essay Paper-Critical Education in the Border Without Boundaries-Jorge Orozco

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Running head: FINAL ESSAY “CURRICULUM IN THE BORDERLAND” 1

Final Rele!"i#e $a%e&

Critical Pedagogy: A curriculum for diversity in the borderland

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CURRICULUM IN THE BORDERLAND /

Inequalities in Border Education among Latinos students

Edu!a"i)n ha4 5een l)ng ")u"ed a4 )ne ) "he 5e4" 6a'4 ") i7%&)#e )ne84 lie and a!hie#e

u"u&e %e&4)nal 4u!!e44* The)&e"i!all' )u& 4)!ie"' i4 4"&u!"u&ed in a 6a' "ha" a 5e""e& edu!a"i)n

lead4 ") a 5e""e& 9)5 7)&e 7)ne' a 5e""e& 4"anda&d ) li#ing and a 5&igh"e& u"u&e )& )ll)6ing

gene&a"i)n4* H)6e#e& 6ha" ha%%en4 6hen )ne !)77uni"' "ha" al&ead' a!e4 a nu75e& )

!hallenge4 a4 #i)len!e dea"h %ain and l)4" en!)un"e&4 i77en4e 5a&&ie&4 ") "he edu!a"i)n "ha"

7a' 4e" "he7 )&6a&d Hi4%ani! 4"uden"4 in El $a4),(ua&e+ $u5li! S!h))l4 4'4"e7 a&e dealing

6i"h an in!&ea4ingl' dii!ul" edu!a"i)n 4'4"e7 "ha" u&"he& !)7%li!a"e4 "hei& ;,1/ !a&ee&4*

Addi"i)nall' 4"uden"4 a&e 4"&uggling 6i"h "he 4"anda&di+ed "e4"4 a4 6ell a4 6&i"ing ei"he&

)&al %&e4en"a"i)n in Engli4h Language* M)&e)#e& "he' el" "ha" n)" ha#e iden"i"' 5e!au4e a&e n)"

!)7%le"el' “g&ing)4” )& “Meed

in "he 4a7e 6a' )& e#e&' 4!h))l* H)6e#e& "he anal'4i4 ) &e4ul"4 in 7an' "e4" a4 &egula&

4"anda&d4 5&)ugh" "he a!" "ha" 4)!ial l)6e& !la44 a!hie#ed l)6e& 4!)&e4 6hi!h ) !)u&4e a&e %a&"

) 7in)&i"ie4 g&)u%4 a4 La"in)4* Cu&&i!ulu7 4h)uld 5e ") in!lude di#e&4i"' a4 6ell a4 4"anda&d4,

5a4ed in4"&u!"i)n*

Teacher-directed Instruction: reinforcing the white supremacy

The de!i4i)n ) 6hi!h a%%&)a!h ") ad)%" in "he !la44&))7 i4 !)7%li!a"ed 5' a!")&4 in"&in4i!

") "he B)&de&land4 "ea!hing en#i&)n7en" 6hi!h 7a' in!lude 4"uden"4 "ha" a&e &e=uen"l'

7ul"ilingual 4)7e"i7e4 la!> 5a4i! li"e&a!' 4>ill4 and 7a' ha#e &e!ei#ed a %&i7a&' edu!a"i)n


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CURRICULUM IN THE BORDERLAND .

&)7 an e!)n)7i!all' i7%)#e&i4hed 4!h))l 4'4"e7 6i"h li7i"ed &e4)u&!e* H)6e#e& i" i4 ne!e44a&'

5&ea> "he "&adi"i)nal %a&adig7 "ha" 4"a"e4 "he &ela"i)n4hi% a7)ng "ea!he&,4"uden" 6he&e "ea!he& i4

"he %&in!i%al nee' ") a6a>e "he

lea&ning 6i"h "he in4"&u!"i)n 5' "ea!he& )nl' a4 a!ili"a")& and n)" de%enda5le )n "hei& >n)6ledge*

Bu" "he ha&d %a&" !)uld 5e ") 5&ea> "he 6hi"e %a&adig7 and 7)#e ") )ne in!lu4i#e*

Creating Curriculum that Reflects i!ersity

The !&u!ial i44ue in !ul"u&al di#e&4i"' and lea&ning i4 "he &ela"i)n4hi% 5e"6een "he 7in)&i"'

!ul"u&e4 and "he A7e&i!an 7ain4"&ea7 !ul"u&e* He "hin> "ha" 7ul"i!ul"u&ali47 in edu!a"i)n 4h)uld

g) 5e')nd !)7%&ehen4i)n and unde&4"anding ) 7in)&i"ie4 g&)u%4* Tea!he&4 4h)uld 5e hel%

4"uden"4 ") de#el)% "hei& e"hni! iden"i"' ei"he& !)7%e"en!' in 5)"h !ul"u&e4* He %)in"ed "ha"

4!h))l i4 a 5&idge 5e"6een 4"uden"4 &)7 7in)&i"ie4 g&)u%4 and "he A7e&i!an4* Al4) 4!h))l and

"ea!he&4 5e !a&eull' 6hen a%%l' !u&&i!ulu7 ") "hi4 4%e!ii! 4"uden"4* I" i4 a !)7%le< "hing 5e!au4e

)& )ne 4ide edu!a")&4 a&e "&'ing ") "ea!h 7in)&i"ie4 g&)u%4 "he d)7inan" !ul"u&e* On "he )"he&

hand "ea!he&4 a&e &e4%)n4i5l' ") 7ain"ain and !)n4ee "he na"i#e !ul"u&e ) 7in)&i"ie4 g&)u%4*

C)77uni!a"i)n i4 )ne ) "he 5e4" 6a' ") 7a>e &ela"i)n4hi%4 in edu!a"i)n* Language

a!=ui4i"i)n i4 %a&" ) !)77uni!a"i)n* I )u& 4!h))l4 a#)id "he %&i7a&' language ) 7in)&i"'

g&)u%4 i" !)uld ") da7age "he iden"i"' and inhe&i"an!e ) "he7* Fu&"he&7)&e "he 6a' ") engage

"he “ne6 !ul"u&e” &)7 a La"in) %e&4%e!"i#e !)uld 5e: “igh" ") i" in") "hi4 4)!ie"'*” M)4" ) "he

7in)&i"' g&)u%4 6ill n)"hing 6i"h)u" )&igin language* The' l)4" "he )unda"i)n ") in"e&a!"i#e 6i"h

%e)%le 4u&&)unding "he7* I" in!lude a 4)!i)l)gi!al and lingui4"i! i44ue4 "ha" 6ill need di4!u44ed

and add&e44ed 6i"hin !la44&))7* M)&e)#e& %)li"i!ian4 and ad7ini4"&a")&4 a#)id "he &e4)u&!e4 a4

"e!hn)l)g' inn)#a"i#e 6a'4 ) lea&ning and !&i"i!al %edag)g' 5e!au4e "he' need ") !)n"&)l "he

7in)&i"ie4 in "he !)un"&'*

Critical "edagogy #eyond Boundaries


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CURRICULUM IN THE BORDERLAND ?

B)&de& !i"ie4 in!&ea4ed %)%ula"i)n a4 El $a4) 6i"h an al7)4" @2 ) ")"al %e)%le a&e

Hi4%ani! &)7 Me


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CURRICULUM IN THE BORDERLAND -

Indianapolis, IN: Wiley.

Conklin, W., & Frei, S. (2007). Differentiating the curriculum for gifted learners. Huntington

Beach, CA: Shell Education.

Echevarria, J., & Graves, A. (2010). Sheltered content instruction: Teaching English language

learners with diverse abilities. Boston: Allyn and Bacon.

i&)u NY: R)u"ledge*

Og5u ()hn U* 1/* nderstanding cultural diversity and learning * Edu!a"i)nal Re4ea&!he&

K)l* /1 N)* 0 %%* -,1?*

$uga!h Ma&leen C* 10* On "he B)&de& ) O%%)&"uni"'* Edu!a"i)n C)77uni"' and

Language a" "he U* S* Me

final essay paper-critical education in the border without boundaries-jorge orozco

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