Toward a Latina/o based culturally relevant online pedagogy: tapping into the power of familismo, respeto, and educación

Today’s American public schools are operating under two powerfully influential forces. Demographically, America is going through a diversification unlike any in recent history as people of varied racial, ethnic, and linguistic heritage migrate to the United States in greater numbers. Additionally, with the appearance of COVID-19, American K-12 schools have been forced to launch widespread digital education measures in order to keep students both healthy and on track for graduation. Examining these challenges concurrently reveals an opportunity to build upon the understanding that academic success, cultural competence, and critical consciousness can be achieved when teachers exercise culturally relevant pedagogy in the online classroom. Based on the interview data of 16 equity-minded teachers, this study examines the dispositions, values, activities, and decisions that go into the implementation of Latina/o based culturally relevant online pedagogy. Furthermore, it can be determined that this happens best when centered on the culture’s three core values: familismo, respeto, and educación.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Sorensen, Thomas C.

Contributors dc:contributor

• Hood, Denice W
• Pak, Yoon
• Huang, Wenhao D
• Bruno, Paul

• Covid-19
• Culturally Relevant Pedagogy
• Online Education
• Latina/o Culture

Statement dc:rights

• Copyright 2022 Thomas Sorensen

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/117801

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F117801