Critical Caring: Dispelling Latino Stereotypes Among Preservice Teachers

Abstract

Two Chican@ Studies professors share their pedagogy training preservice teachers in a course on the educational experiences of Latin@ youth. We describe our classroom practices based on a critical care framework. This framework moves student teachers beyond a superficial form of caring to a critically engaged relationship with students and their families. Our pedagogy is characterized by the following features: (a) creating a safe space to discuss beliefs and stereotypes regarding Latin@s, (b) engaging in active learning and developing critical thinking about stereotypes and inequalities, and (c) empowering preservice teachers to develop more optimal learning environments for Latino students.

Key words:

• active learning
• critical pedagogy
• stereotypes
• teacher training