Antiracist Pedagogy and Empowerment in a Bilingual Classroom in the U.S., circa 2006

Abstract

How can teachers and administrators improve the educational environment for Latino/as and other racially stigmatized youth? What does antiracist pedagogy for Latino/a immigrant youth look like? This article describes the thought, action, and reflection employed by a bilingual 9th grade teacher in the Southwest. Antiracist pedagogical strategies include creating an empowering classroom physical space, articulating an antiracist discourse, and encouraging students to resist oppression through civic participation and activism. The author argues that antiracist pedagogy that is anchored in empowering Latino/a immigrant youth is a key part of creating welcoming school spaces that nurture the resilience of Latino/a youth and their families.

Acknowledgments

Nancy López is an assistant professor of sociology at the University of New Mexico.

Notes

¹The names of the city, public school district, individual schools, programs, and participants have been changed to protect their anonymity.

²The Santiago school district enrolls close to 90,000 students. Half of the students are Hispanic; a third are White; and the rest are Native American, Black, Asian, or Other. Fifty-six percent of students in the school district live in poverty, as indicated by free and reduced lunch eligibility. Nearly three-quarters of teachers identify as White.