{"id":{"repo_id":"texas","oai_identifier":"oai:repositories.lib.utexas.edu:2152/24071"},"canonical_url":"https://search.dev.ndltd.org/etd/texas/oai:repositories.lib.utexas.edu:2152/24071","repository":{"repo_id":"texas","name":"University of Texas","base_url":"https://repositories.lib.utexas.edu/server/oai/request"},"display":{"title":"Literature circles : Latina/o students' daily experiences as part of the classroom curriculum","abstract":"After the Mexican-American war, the educational experience of Mexican and Mexican -American students was one of segregation, discrimination, and inequalities. Latina/o histories and funds of knowledge have not been historically part of the classroom curriculum. Although scholars, educators, and social movements have challenged such inequalities, they still persist. Students became objects of the educational process. New theories and educational practices, such as critical pedagogy, have helped empowered students to become aware of their situation and encouraged students to become social agents of change. Literature circles, an educational practice of critical pedagogy, enable educators to provide students with an educational experience where they become the Subjects of their own learning; thus, transforming their educational experiences.","abstract_html":"After the Mexican-American war, the educational experience of Mexican and Mexican -American students was one of segregation, discrimination, and inequalities. Latina/o histories and funds of knowledge have not been historically part of the classroom curriculum. Although scholars, educators, and social movements have challenged such inequalities, they still persist. Students became objects of the educational process. 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