Counterstorytelling Narratives of Latino Teenage Boys

From «Vergueenza» to «Échale Ganas»

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Adult & Continuing Education, Elementary, Social & Cultural Studies, Social Science, Anthropology
Cover of the book Counterstorytelling Narratives of Latino Teenage Boys by Juan A. Ríos Vega, Peter Lang
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Author: Juan A. Ríos Vega ISBN: 9781454190295
Publisher: Peter Lang Publication: July 20, 2015
Imprint: Peter Lang Inc., International Academic Publishers Language: English
Author: Juan A. Ríos Vega
ISBN: 9781454190295
Publisher: Peter Lang
Publication: July 20, 2015
Imprint: Peter Lang Inc., International Academic Publishers
Language: English

Counterstorytelling Narratives of Latino Teenage Boys presents an ethnographic portrait of the experiences and counterstories of nine Latino teenage boys representing different cultural and socioeconomic backgrounds attending a high school in North Carolina. Using critical race theory (CRT), Latino critical theory (LatCrit), and Chicano/a epistemologies as a theoretical framework, the book unveils how differing layers of oppression shape the lives of these boys of color through the intersections of race, gender, and class. Contrary to majoritarian assumptions, cultural deficit models, and their teachers’ low expectations, this research reveals how participants used their cultural capital as a foundation to develop resiliency. The findings in this book suggest that teachers, school administrators, and staff could benefit from a better understanding of Latino/a students’ community cultural wealth as a fundamental element for these students’ academic success. Counterstorytelling Narratives of Latino Teenage Boys will be an excellent resource for teachers, school administrators, college students, and pre-service teachers. It will be useful in courses in Latino/a studies in the United States, multicultural studies, race and education studies, social justice in education, race and gender studies, and social foundations in education.

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Counterstorytelling Narratives of Latino Teenage Boys presents an ethnographic portrait of the experiences and counterstories of nine Latino teenage boys representing different cultural and socioeconomic backgrounds attending a high school in North Carolina. Using critical race theory (CRT), Latino critical theory (LatCrit), and Chicano/a epistemologies as a theoretical framework, the book unveils how differing layers of oppression shape the lives of these boys of color through the intersections of race, gender, and class. Contrary to majoritarian assumptions, cultural deficit models, and their teachers’ low expectations, this research reveals how participants used their cultural capital as a foundation to develop resiliency. The findings in this book suggest that teachers, school administrators, and staff could benefit from a better understanding of Latino/a students’ community cultural wealth as a fundamental element for these students’ academic success. Counterstorytelling Narratives of Latino Teenage Boys will be an excellent resource for teachers, school administrators, college students, and pre-service teachers. It will be useful in courses in Latino/a studies in the United States, multicultural studies, race and education studies, social justice in education, race and gender studies, and social foundations in education.

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