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Latina TeachersCreating Careers and Guarding Culture$
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Glenda M. Flores

Print publication date: 2017

Print ISBN-13: 9781479839070

Published to NYU Press Scholarship Online: January 2018

DOI: 10.18574/nyu/9781479839070.001.0001

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PRINTED FROM NYU Press SCHOLARSHIP ONLINE (www.nyu.universitypressscholarship.com). (c) Copyright University of NYU Press Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in NYSO for personal use.date: 23 October 2019

Bicultural Myths, Rifts, and Shifts

Bicultural Myths, Rifts, and Shifts

Chapter:
(p.127) 5 Bicultural Myths, Rifts, and Shifts
Source:
Latina Teachers
Author(s):

Glenda M. Flores

Publisher:
NYU Press
DOI:10.18574/nyu/9781479839070.003.0006

This chapter illustrates how Latina teachers creatively exercise an alternative form of cultural capital termed Chicana/Latina cultural pedagogies, a central component of cultural guardianship. The focus of this chapter is twofold. First, it illustrates how Chicana/Latina cultural pedagogies are different from what we usually associate with Latino cultures, the symbolic forms that appear in schools occasionally. Although Latino culture is not monolithic, Chicana/Latina cultural pedagogies are a set of practices Latina teachers use to subvert normative workplace rules regarding culture in teaching. Chicana/Latina cultural pedagogies comprise immigrant narratives, communication codes, and alternative mathematical problem solving—cultural resources that many lower-status Latino children and their parents possess. Second, it elucidates how Latina cultural guardians faced resistance, especially at Compton Elementary, to their use of Latino cultural resources to facilitate Latino/a student progress. While informal in practice, Chicana/Latina cultural pedagogies were at times denigrated or challenged in specific ways by colleagues and administration.

Keywords:   cultural capital, alternative, pedagogies, codes, mathematics, immigration, narratives, non-dominant, subvert, divest

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