This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications. It is the first book to both concentrate on the education of Puerto Ricans in particular, and to bring together in one volume, the major and emerging scholars who are developing cutting-edge scholarship in the field.
"Puerto Rican Students in U.S. Schools: "
* features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems,
* combines broad overview studies with classroom practice and social action, and
* includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.

Dear Paulo: Letters from Those Who Dare Teach is a heartfelt response from teachers, academics, and community workers to the work of the internationally renowned educator and author Paulo Freire. From newly minted teachers terrified of facing their first day in the classroom to seasoned academics whose work has largely been inspired by Freire, this collection, accompanied by photographs of Freire with some of the letter writers, is both a loving memorial and a call to action to work for social justice, praxis, and democracy, ideals envisioned and brilliantly articulated by Paulo.

Dear Paulo: Letters from Those Who Dare Teach is a heartfelt response from teachers, academics, and community workers to the work of the internationally renowned educator and author Paulo Freire. From newly minted teachers terrified of facing their first day in the classroom to seasoned academics whose work has largely been inspired by Freire, this collection, accompanied by photographs of Freire with some of the letter writers, is both a loving memorial and a call to action to work for social justice, praxis, and democracy, ideals envisioned and brilliantly articulated by Paulo.

This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications. It is the first book to both concentrate on the education of Puerto Ricans in particular, and to bring together in one volume, the major and emerging scholars who are developing cutting-edge scholarship in the field.
"Puerto Rican Students in U.S. Schools: "
* features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems,
* combines broad overview studies with classroom practice and social action, and
* includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.

Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Designed for upper-undergraduate and graduate-level students and professional development courses, each chapter includes critical questions, classroom activities, and community activities suggesting projects beyond the classroom context. Language, Culture, and Teaching * explores how language and culture are connected to teaching and learning in educational settings; * examines the sociocultural and sociopolitical contexts of language and culture to understand how these contexts may affect student learning and achievement; * analyzes the implications of linguistic and cultural diversity for classroom practices, school reform, and educational equity; * encourages practicing and preservice teachers to reflect critically on their classroom practices, as well as on larger institutional policies related to linguistic and cultural diversity based on the above understandings; and * motivates teachers to understand their ethical and political responsibilities to work, together with their students, colleagues, and families, for more socially just classrooms, schools, and society. Changes in the Third Edition: This edition includes new and updated chapters, section introductions, critical questions, classroom and community activities, and resources, bringing it up-to-date in terms of recent educational policy issues and demographic changes in the U.S. and beyond. The new chapters reflect Nieto's current thinking about the profession and society, especially about changes in the teaching profession, both positive and negative, since the publication of the second edition of this text.

""While no check-list of attitudes, dispositions, behaviors, or actions can define what thriving teachers look like, the teachers interviewed here give us powerful examples of what it takes to face their profession with courage, their content with enthusiasm, and their students with love." "-Sonia Nieto

One in four public school students in the U.S. now speaks a language other than English at home, and the number of emergent bilingual and immigrant children in our schools continues to grow daily. What does it mean to be a teacher today, when students are more diverse in language, culture, race, and social class than ever before? What does it take to thrive, when the demands of teaching have never been greater? Sonia Nieto found and interviewed 22 teachers of varying backgrounds and school settings who help answer the question of what effective, culturally responsive teaching looks like in the real world. Their stories of success, failure, frustration and hope will resonate with everyone who has struggled to meet the needs of diverse students in our current sociopolitical context.

Nieto explores the common themes that arose throughout the interviews, of teaching with a social justice perspective, the moral dimensions of teaching, advocating for students, and challenging the status quo. She raises a persuasive argument that teaching is an ethical endeavor, that we must honor students' identities and believe in their futures, and that ultimately teaching is an act of love. The stories of Nieto's passionate teachers will inspire and motivate you to find joy in teaching students of diverse backgrounds. Read a sample chapter

Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Designed for upper-undergraduate and graduate-level students and professional development courses, each chapter includes critical questions, classroom activities, and community activities suggesting projects beyond the classroom context. Language, Culture, and Teaching * explores how language and culture are connected to teaching and learning in educational settings; * examines the sociocultural and sociopolitical contexts of language and culture to understand how these contexts may affect student learning and achievement; * analyzes the implications of linguistic and cultural diversity for classroom practices, school reform, and educational equity; * encourages practicing and preservice teachers to reflect critically on their classroom practices, as well as on larger institutional policies related to linguistic and cultural diversity based on the above understandings; and * motivates teachers to understand their ethical and political responsibilities to work, together with their students, colleagues, and families, for more socially just classrooms, schools, and society. Changes in the Third Edition: This edition includes new and updated chapters, section introductions, critical questions, classroom and community activities, and resources, bringing it up-to-date in terms of recent educational policy issues and demographic changes in the U.S. and beyond. The new chapters reflect Nieto's current thinking about the profession and society, especially about changes in the teaching profession, both positive and negative, since the publication of the second edition of this text.

What if the families of students most impacted by the opportunity gap somehow had the power to organize whatever activities they felt would best help their children succeed? That's the question that began Families with Power/Familias con Poder (FWP), a grassroots organization of low-income students and caregivers in Northampton, MA. Through vignettes and interviews, this premiere book in Sonia Nieto's Visions of Practice Series shares the stories and lessons FWP learned along the way. Inspired by Paulo Freire's educational philosophy and the radical tradition of the Highlander Folk School , a group of real families with few material resources and educators connected with each other, found common ground, and built their own programs to address the needs of their children. Readers will get an inside look at the benefits, successes, and challenges of more than a dozen years of student and family engagement in the community and school as FWP tackled issues ranging from academics, race, and class to immigration and public health.Book Features: The story of how the author cofounded Families with Power in cooperation with immigrant and low-income caregivers and fellow educators. Insight into multiple racial and ethnic perspectives as seen through a myriad of family engagement programs. A relatable collection of narratives that bring to life Freire's methods of problem posing, culture circles, and popular education, as well as Highlander Folk School's methods of grassroots organizing. Guidance to help today's teachers and school leaders connect with students' families and community in meaningful ways. The author's experience as a white teacher learning to bridge cultural, racial, linguistic, and class differences and build authentic relationships to better serve diverse communities.

Use a sociopolitical context to explore the meaning, necessity, and benefits of multicultural education Effective multicultural education must consider not just schooling, but also the larger social, economic, and political factors that affect students' success or failure in the classroom. Affirming Diversity: The Sociopolitical Context of Multicultural Education helps readers understand these pervasive influences by presenting extensive research and data on the sociopolitical nature of schools and society, information about different sociocultural groups, and a conceptual framework for examining multicultural education. Real-life cases and teaching stories dominate in this book that offers a first-hand look into the lives of students and educators from a variety of backgrounds. Additionally, tips for classroom activities and community actions offer aspiring teachers concrete suggestions to provide high-quality, inclusive education in spite of obstacles they may face. Throughout the 7th Edition, Nieto and Bode consider current policy, practice, and legislation issues while they outline a model of multicultural education that affirms diversity, encourages critical thinking, and leads to social justice and action.

During the early colonial encounter, children's books were among the first kinds of literature produced by US writers introducing the new colony, its people, and the US's role as a twentieth-century colonial power to the public. Subsequently, youth literature and media were important tools of Puerto Rican cultural and educational elite institutions and Puerto Rican revolutionary thought as a means of negotiating US assimilation and upholding a strong Latin American, Caribbean national stance. In Side by Side: US Empire, Puerto Rico, and the Roots of American Youth Literature and Culture, author Marilisa Jimenez Garcia focuses on the contributions of the Puerto Rican community to American youth, approaching Latinx literature as a transnational space that provides a critical lens for examining the lingering consequences of US and Spanish colonialism for US communities of color. Through analysis of such texts typically outside traditional Latinx or literary studies as young adult literature, textbooks, television programming, comics, music, curriculum, and youth movements, Side by Side represents the only comprehensive study of the contributions of Puerto Ricans to American youth literature and culture, as well as the only comprehensive study into the role of youth literature and culture in Puerto Rican literature and thought. Considering recent debates over diversity in children's and young adult literature and media and the strained relationship between Puerto Rico and the US, Jimenez Garcia's timely work encourages us to question who constitutes the expert and to resist the homogenization of Latinxs, as well as other marginalized communities, that has led to the erasure of writers, scholars, and artists.

In Brooklyn Dreams, Sonia Nieto-one of the leading authors and teachers in the field of multicultural education-looks back on her formative experiences as a student, activist, and educator, and shows how they reflect and illuminate the themes of her life's work. Nieto offers a poignant account of her childhood and the complexities of navigating the boundaries between the rich culture of her working-class Puerto Rican family and the world of school. Brooklyn Dreams also chronicles her experiences as a fledgling teacher at the first bilingual public school in New York City-in the midst of the Ocean Hill-Brownsville strike-and the heady days of activism during the founding of the bilingual education program at Brooklyn College and later in establishing and running an alternative multicultural school in Amherst, Massachusetts. Along the way, Nieto reflects on the ideas and individuals who influenced her work, from Jonathan Kozol to Paulo Freire, and talks frankly about the limits of activism, the failures of school reform, and the joys and challenges of working with preservice and in-service educators to deepen their appreciation of diversity. Brooklyn Dreams is an intimate account of an educator's life lived with zest, generosity, and warmth.

Following its rapid growth over the past twenty years, the Latino population of Massachusetts is now the largest racial and ethnic minority group in the state. It is also one of the poorest. During the Massachusetts Miracle of the 1980s, the Latino poverty rate in the commonwealth was twice that of blacks and six times that of whites. And with Latino children dropping out of school at a rate three times that of white children, the economic future of these young adults is bleak indeed. Unlike blacks--who are concentrated in Boston--Latinos are dispersed geographically throughout the state. This distribution, combined with their limited economic and political power, has made Latinos victims of public indifference and neglect. This volume and its companion, Latino Poverty and Economic Development in Massachusetts, edited by Edwin Melendez and Miren Uriarte, are designed to educate policymakers and other concerned individuals about the particular needs of Latinos in Massachusetts. They address issues of education and economic development and suggest strategies to facilitate Latino empowerment in ways that preserve ethnic identity, language, and cultural expression.

This book presents a framework for addressing intersectionality within educational spaces to combat the cumulative effects of systemic marginalization due to race, gender, disability, class, sexual orientation, and other identity-based labels. Readers can use the framework to consider the impact of identities that individuals adopt or are assigned, move beyond discrete subgroup labels, and fully consider how such markers impact how education policy and research are developed, enacted, and experienced. The text presents examples of existing systems (education, law, medicine, and juvenile justice) as experienced by individuals with intersectional social identities. Each chapter provides an innovative framework that highlights diverse ways of knowing, generating insights that can inform more equitable policy analysis, research, and practice.Book Features: A protocol for applying an intersectionality-based analytic (IBA) approach to education policy, research, and practice. Case study examples of how IBA can be implemented to improve decision making across disciplines and by various stakeholders. Guiding questions that can be used to develop complex research questions and methods that interrupt power differentials within research and policymaking processes.

Nieto and Lopez document their reasons for becoming teachers and share some of the most important lessons they have learned along the way. Using journals, blogs, current writings, and their research, they explore how their views on curriculum, pedagogy, and the field of education itself have evolved over the years.

During the early colonial encounter, children's books were among the first kinds of literature produced by US writers introducing the new colony, its people, and the US's role as a twentieth-century colonial power to the public. Subsequently, youth literature and media were important tools of Puerto Rican cultural and educational elite institutions and Puerto Rican revolutionary thought as a means of negotiating US assimilation and upholding a strong Latin American, Caribbean national stance. In Side by Side: US Empire, Puerto Rico, and the Roots of American Youth Literature and Culture, author Marilisa Jimenez Garcia focuses on the contributions of the Puerto Rican community to American youth, approaching Latinx literature as a transnational space that provides a critical lens for examining the lingering consequences of US and Spanish colonialism for US communities of color. Through analysis of such texts typically outside traditional Latinx or literary studies as young adult literature, textbooks, television programming, comics, music, curriculum, and youth movements, Side by Side represents the only comprehensive study of the contributions of Puerto Ricans to American youth literature and culture, as well as the only comprehensive study into the role of youth literature and culture in Puerto Rican literature and thought. Considering recent debates over diversity in children's and young adult literature and media and the strained relationship between Puerto Rico and the US, Jimenez Garcia's timely work encourages us to question who constitutes the expert and to resist the homogenization of Latinxs, as well as other marginalized communities, that has led to the erasure of writers, scholars, and artists.

For author Gary Howard, the issues and passions that sparked the writing of the First Edition of this now classic work are as intense today as they were then. In the Third Edition, Howard reviews the progress we have made in the interim (for example, the first Black president in the White House), as well as the lack of progress (the gutting of the 1965 Voting Rights Act, the epidemic of Black youth killed by police, and the persistence of race-based educational disparities). Making a case for the "fierce urgency of now," this new edition deepens the discussion of race and social justice in education with new and updated material. Aligned with our nation's ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. This essential text is widely used in teacher preparation courses and for in-service professional development.New for the Third Edition: A revised Introduction that places the book in the context of the 50th anniversary of the 1963 march on Washington. An updated analysis of White social dominance, bringing in Critical Race Theory and reflecting on the racist reaction to the election of our first Black President. More detail to the White Identity Orientations model, bringing in the personal life experiences of several contemporary White racial-justice activists. A new section, "The Whiteness of School Reform," demonstrating how White social dominance drives much of the corporate school reform movement. A richer discussion of the seven principles for Culturally Responsive Teaching, drawing lessons from the author's transformative work with school districts throughout the country. An expanded Reflection and Discussion Guide authored by two educators who have been using the book in professional development sessions for many years.

Why teach? Listen to the voices of both veteran and new teachers as they share their most heartfelt and thoughtful replies to this simple but important question. Sonia Nieto, a distinguished teacher in her own right, has gathered the insights and inspirations of K-12 classroom teachers as they examine how and why they find purpose and value in the work they do. The teachers in this book, like so many across the country, do the kind of work that may not grab headlines but is far more important than even the highest test score: These teachers listen closely to their students. They share in their students' struggles and successes. They create a classroom climate that encourages growth, direction, and purpose. They help students develop into thoughtful, engaged citizens. The teachers in this book show us the kinds of learning that really matter, and the kinds of lessons that students can take with them for their entire lives. This inspirational book focuses on the quintessential values of teaching, challenges current notions that focus on only accountability, testing, and standardization, and provide a compelling message of hope for public education.

What helps great public school teachers persevere--in spite of everything? Sonia Nieto, a renowned teacher educator, takes a close look at what can be learned from veteran teachers who not only continue to teach but also manage to remain enthusiastic about it. This inspirational volume provides much-needed advice on how some urban teachers are solving the everyday challenges of student learning. Nieto collaborates with experienced teachers in urban schools who are especially effective working with students of culturally and linguistically diverse backgrounds--students who are among the most marginalized in our public schools. Offering an alternative vision of what's important in teaching and learning, Nieto concludes with an urgent call to advance new national priorities for public education. Teaching as Evolution Teaching as Autobiography Teaching as Love Teaching as Hope and Possibility Teaching as Anger and Desperation Teaching as Intellectual Work Teaching as Democratic Practice Teaching as Shaping Futures Final Thoughts: What Keeps Teachers Going in Spite of Everything?

What if the families of students most impacted by the opportunity gap somehow had the power to organize whatever activities they felt would best help their children succeed? That's the question that began Families with Power/Familias con Poder (FWP), a grassroots organization of low-income students and caregivers in Northampton, MA. Through vignettes and interviews, this premiere book in Sonia Nieto's Visions of Practice Series shares the stories and lessons FWP learned along the way. Inspired by Paulo Freire's educational philosophy and the radical tradition of the Highlander Folk School , a group of real families with few material resources and educators connected with each other, found common ground, and built their own programs to address the needs of their children. Readers will get an inside look at the benefits, successes, and challenges of more than a dozen years of student and family engagement in the community and school as FWP tackled issues ranging from academics, race, and class to immigration and public health.Book Features: The story of how the author cofounded Families with Power in cooperation with immigrant and low-income caregivers and fellow educators. Insight into multiple racial and ethnic perspectives as seen through a myriad of family engagement programs. A relatable collection of narratives that bring to life Freire's methods of problem posing, culture circles, and popular education, as well as Highlander Folk School's methods of grassroots organizing. Guidance to help today's teachers and school leaders connect with students' families and community in meaningful ways. The author's experience as a white teacher learning to bridge cultural, racial, linguistic, and class differences and build authentic relationships to better serve diverse communities.

This autobiographical volume will foster a deeper understanding of racism, discrimination, and inequality in all its subtleties. Through storytelling, framed within the life journey of a South African sociologist of Indian ancestry, this book examines how marginalized communities lived with, fought, and braved racial engineering under apartheid. Moodley shares her experiences of living, studying, and teaching race, ethnicity, identity, nationalism, and critical multiculturalism in five countries: South Africa, the United States, Germany, Egypt, and Canada. Everyday experiences are blended with academic interpretations, so readers gain insights from what is in part memoir and in other parts educational lessons drawn from numerous micro experiences. Subjects range from indentured labor to expropriation, the influences of Gandhi and Mandela, anti-Semitism in Europe to welfare colonialism in Canada, sectarianism in the Middle East to strategies for combatting bigotry in America. Book Features: Presents autobiographical material buttressed by strong theoretically driven social science research findings. Connects personal, cultural, and political landscapes to promote a global political literacy. Sketches subjects such as indigeneity (First Nations in Canada), memorialization in Germany (Holocaust), and sectarianism in the Middle East. Assesses the impact of role models and leaders, such as Nelson Mandela and Mahatma Gandhi. Examines how past injustices can be addressed both symbolically and materially.

To meet the needs of the fast growing numbers of Latino/a English learners, this volume presents an approach to secondary education teacher preparation based on the work of the National Latino/a Education Research and Policy Project (NLERAP). Renowned scholar and educator Angela Valenzuela, together with an impressive roster of contributors, provides a critical framework for educating culturally responsive teachers. They examine the knowledge, skills, and predisposition required for higher education institutions to create curricula for educating Latino/a children, children of color, and language minority youth. Growing Critically Conscious Teachers illuminates why growing our own teachers makes sense as an approach for not only addressing the achievement gap, but for also enhancing the well-being of our communities as a whole.

This powerful book demonstrates how culturally responsive teaching can make learning come alive. Drawing on his experience as a fifth-grade teacher in a multiethnic school where children spoke over 14 different home languages, the author reveals how he created a language arts curriculum from the students' own rich cultural resources, narratives, and identities. Illustrating the challenges and possibilities of teaching and learning in a large urban school, this book: documents how a culturally engaged pedagogy improved student achievement and increased standardized test scores; examines the literacy practices of children from immigrant, migrant, and refugee backgrounds, and includes powerful examples of their voices and writing; and provides an invaluable model of reflective practice, including a wide array of student-centered strategies, to generate powerful learning experiences. It also demonstrates a way for teachers to tap into the various forms of literacy students practice beyond the borders of the classroom.

What helps great public school teachers persevere-in spite of everything? Sonia Nieto, a renowned teacher educator, takes a close look at what can be learned from veteran teachers who not only continue to teach but also manage to remain enthusiastic about it. This inspirational volume provides much-needed advice on how some urban teachers are solving the everyday challenges of student learning. Nieto collaborates with experienced teachers in urban schools who are especially effective working with students of culturally and linguistically diverse backgrounds-students who are among the most marginalized in our public schools. Offering an alternative vision of what's important in teaching and learning, Nieto concludes with an urgent call to advance new national priorities for public education. Teaching as Evolution Teaching as Autobiography Teaching as Love Teaching as Hope and Possibility Teaching as Anger and Desperation Teaching as Intellectual Work Teaching as Democratic Practice Teaching as Shaping Futures Final Thoughts: What Keeps Teachers Going in Spite of Everything?

Why We Teach Now dares to challenge current notions of what it means to be a "highly qualified teacher" a la No Child Left Behind, and demonstrates the depth of commitment and care teachers bring to their work with students, families, and communities. This sequel to Nieto's popular book, Why We Teach, features powerful stories of classroom teachers from across the country as they give witness to their hopes and struggles to teach our nation's children. Why We Teach Now offers us the voices of teachers like 42-year veteran Mary Ginley, who wonders, "Why would anyone with any brains and imagination ever want to be a teacher?" Who then answers her own question affirmatively, "It's because somehow, even today, even with all the insanity, all the rules, all the poorly designed textbooks, all the directives to teach to the test, there are kids out there who need good teachers." At a time when politicians, policymakers, and philanthropists are quick to denigrate teachers' work and arrogantly speak for the profession,Why We Teach Now offers teachers the room and respect to speak for themselves. Once again, Nieto gives teachers and those who care about education the inspiration and energy to embrace their role as advocates-a role that is vital not only for the well-being of students but also for the future of the profession and our nation.

Dedication to social justice teaching is important, yet putting one's ideals into practice in American schools is a challenging task. This book goes beyond theory and idealism to fully explore the value and impact of implementing social action and social justice activities in the elementary school classroom. Informed by the experiences of more than forty teachers across the country, this thoughtful resource: (1) examines how elementary teachers, from inner cities to rural towns, use the social studies curriculum to teach about and for social justice; (2) focuses on how teaching social studies for social justice relates to standardized testing, state curricula, and the local challenges teachers face; (3) offers classroom activities and "Reflection Exercises" and "Teaching Ideas" to provide teachers with practical applications for the topics discussed; and (4) includes a list of children's literature books, curriculum materials, and websites.