Table of Contents

Table of Contents

Acknowledgements

Francesca López

Foreword

Amado Padilla

Chapter 1: Introduction

Francesca López

Part I: A macro-to-micro overview of the context for Latino youth

Chapter 2: Context for Latino Youth

Francesca López

Chapter 3: The Context of the Study: TUSD Desegregation and Obstacles for Latinos

Francesca López

Part II: Theories and Research

Chapter 4: Altering Self-Fulfilling Prophesies: Teacher Beliefs and Teacher Behaviors

Francesca López

Chapter 5: Student Identity

Francesca López

Chapter 6: Policy Recommendations

Francesca López

Part III: Teacher Perspective on Asset-Based Pedagogy

Chapter 7: Decolonizing Chican@ Studies to Rehumanize Xican@ Youth through Indigenous Pedagogies

Mictlani González

Chapter 8: A Counter Narrative: A Pedagogy of Love through Critical Race Theory

José Alberto González

Chapter 9: Culturally Responsive Practices in K-5 Classrooms

Isabel Kelsey

Chapter 10: On Becoming Human in White Skin

Julie Elvick

Chapter 11: Chicanismo and Carnalismo: An Asset Based Curriculum and Pedagogy

Alexandro Salomón Escamilla

About the Author

Francesca A. López is Associate Professor of Education Policy Studies & Practice at the University of Arizona, USA.

Reviews

"Dr. Francesca López’s original, well-theorized text is brilliantly path-breaking, even as it has enormous implications for the somber reality of racialized suffering in our nation’s classrooms, on the one hand, and asset-based pedagogies as its antidote, on the other. She provides the analytical tools and empirical evidence needed to deconstruct the often subtle, everyday ways that children and youth of color get harmed and how to remedy it. A job well done!"—Angela Valenzuela, Professor of Education at the University of Texas at Austin, USA, and author of Subtractive Schooling, Leaving Children Behind, and Growing Critically Conscious Teachers"This book points the way to a truly authentic pedagogy for Latino youth, one that, with a strong research base, turns traditional pedagogy on its head: Latino students do not need remediation to ‘catch up,’ they need teaching that builds on their assets and allows them to flourish. This book is a must-read for all educators of Latino students."—Patricia Gándara, Professor of Education and Co-Director of the Civil Rights Project at the University of California, Los Angeles, USA