ADDRESSING INEQUITIES: LESSONS IN SYNCRETISM FROM MEXICAN AMERICAN AND PUERTO RICAN CHILDREN AT HOME AND AT SCHOOL

Abstract

The theoretical framework guiding these studies draws from the work of Paulo Freire (1989) who argues that transformation in schools and in society is possible when teachers value and utilize the diverse cultural schema of every student. Our work is further informed by critiques of the deficit perspective that dominates many school settings (Bartolomé & Balderrama, 2001; Garcia, 2001) in the United States. According to this perspective, the documented lack of school success of many children of color, of many children whose first language is not English, and of poor children in general is attributed to deficits in the children themselves, their families, and cultures. Most often, parents are cited for not reading to their children, not emphasizing the importance of education, not disciplining their children, not speaking English to their children, and/or for their own “dysfunctions” which interfere with their children’s learning.

Citation

Long, S. and Volk, D. (2004), "ADDRESSING INEQUITIES: LESSONS IN SYNCRETISM FROM MEXICAN AMERICAN AND PUERTO RICAN CHILDREN AT HOME AND AT SCHOOL", Jeffrey, B. and Walford, G. (Ed.) Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions (Studies in Educational Ethnography, Vol. 9), Emerald Group Publishing Limited, Leeds, pp. 83-106. https://doi.org/10.1016/S1529-210X(04)09006-0