A case study of a first-generation Mexicana teacher's culturally comprehensive knowledge and self-reflective planning for Latino/a-Mexican elementary students in a U.S. midwestern school

by Lopez-Carrasquillo, Alberto

Abstract (Summary)
The purpose of this descriptive study was to understand the experiences of a first generation Mexicana teacher as she plans for and reflects on her work with Mexican third-graders in a Midwestern public school district. Relying on Milner’s (2003) concepts of cultural comprehensive knowledge and self-reflective planning this study parallels Milner’s case study with an African American teacher. Qualitative methods were employed to collect, analyze and report the data. Findings revealed two major concepts emerged from the uses of cultural comprehensive knowledge and self-reflective planning of the first generation Mexicana teacher: accommodation planning and culturally positioned planning. The process of accommodation planning can be understood in light of the No Child Left Behind Act requirements. Accommodation planning consists of negotiating what the curricular mandates require the teacher to teach and what the teacher wants to teach according to his or her cultural comprehensive knowledge. Deciding what is important in the process of accommodation is a delicate balance among what the mandates require, the teacher’s own interests, and the teacher’s desire to be responsive to students’ needs. Regarding decision making, the process of accommodation has to do with claiming a space for autonomy. The data in the current study revealed that La Maestra Grisel used these components to position herself and her students culturally, prior to and throughout her planning. This study extends Milner’s study because, first, this study included the influences of the No Child Left Behind Act in the process of planning and using cultural comprehensive knowledge and, second, this study showed that cultural comprehensive knowledge as a practical knowledge has a significant influence on other categories of knowledge. Finally, the most important finding for better understanding the concept of cultural comprehensive knowledge is culturally positioned planning. Thus, cultural comprehensive knowledge is so fundamental in the process of teacher thinking in planning that defining cultural comprehensive knowledge as only part of the practical knowledge could be considered a limitation.
Bibliographical Information:


School:The Ohio State University

School Location:USA - Ohio

Source Type:Master's Thesis

Keywords:latino teacher planning


Date of Publication:01/01/2006

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