This landmark volume represents the work of the National Latino/a Education Research Agenda Project (NLERAP)-an initiative focused on school reform and educational research with and for Latino communities. NLERAP's goal is to bring together various constituencies within the broad Latino community who are concerned with public education to articulate a Latino perspective on research-based school reform, and to use research as a guide to improving the public school systems that serve Latino students and to maximizing their opportunities to participate fully and equally in all social, economic, and political contexts of society.
Latino Education: An Agenda for Community Action Research conceptualizes and illustrates the theoretical framework for the NLERAP agenda and its projects. This framework is grounded in three overlapping areas of scholarship and activism, which are reflected within the chapters in this volume: critical studies, illuminating and analyzing the status of people of color in the United States; Latino/a educational research, capturing the sociohistorical, cultural, and political schooling experiences of U.S. Latino/a communities; and participatory action research, exemplifying a liberation-oriented methodology for truly transformative education. The volume includes both descriptive educational research and critical analyses of previous research and educational agendas related to Latino/a communities in the United States.
According to current U.S. Census data, Latinos now comprise the largest minority group in the total U.S. population. Historically, reflecting larger sociohistorical and economic inequalities in U.S. society, the Latino community has not been well served by U.S. public school systems. More attention to the Latino students' educational issues is needed to redress this problem, especially given the tremendous population increase and projected growth of Latino communities in the U.S. Latino Education: An Agenda for Community Action Research is a major contribution toward this goal.
"An important book….It is timely; it addresses critical issues in education and education research, it represents an extraordinary breadth of topics, voices, time span, theory and methodology. This breadth and depth and diversity converge into a single, strong message of advocacy for the kinds of research that must be undertaken if Americans are to educate well the children who, as adults, will comprise the majority population in many areas of the U.S…..It's time for this book."
"This book….can easily read as a 'state of affairs' in the field….I see it as a potential classic that one 'just has to own' for his or her personal library….I cannot overstate the power and promise of this book!"
California State University, San Bernadino; Editor, Journal of Latinos and Educa
Contents: Foreword. Preface. Part I: Introduction--Creating the Collective Vision. P. Pedraza, M. Rivera, Origins of the National Latino/a Education Research and Policy Project (NLERAP). C.I. Mercado, L.J. Santamaría, A New Vision for Latino/a Education: A Comparative Perspective on Research Agendas. Part II: Sociohistorical Revisioning. V-M. MacDonald, K. Monkman, Setting the Context: Historical Perspectives on Latino/a Education. B.M. Flores, The Intellectual Presence of the Deficit View of Spanish-Speaking Children in the Educational Literature During the 20th Century. M. Montero-Sieburth, Explanatory Models of Latino Education During the Reform Movement of the 1980s. Part III: Exposing the Colonizing Effects of Reform. H.R. Cordero-Guzmán, Latinos and Education: A Statistical Portrait. R. González, Standards-Based Reform and the Latino/a Community: Opportunities for Advocacy. R. Rueda, Student Learning and Assessment: Setting an Agenda. T.I. Márquez-López, California's Standards Movement: How English Learners Have Been Left Out of the Equation for Success. J.G.A. Grinberg, K.P. Goldfarb, E. Saavedra, Con Pasíon y Con Coraje: The Schooling of Latino/a Students and Their Teachers' Education. Part IV: Collapsing the Paradox, Imagining New Possibilities. C. Tejeda, K.D. Gutierrez, Fighting the Backlash: Decolonizing Perspectives and Pedagogies in Neocolonial Times. L.C. Moll, R. Ruiz, The Educational Sovereignty of Latino/a Students in the United States. O.A. Vásquez, Social Action and the Politics of Collaboration. A. De Jesús, Theoretical Perspectives on the Underachievement of Latino/a Students in U.S. Schools: Toward a Framework for Culturally Additive Schooling. Part V: Actualizing the Future. N.M. Hidalgo, Latino/a Families' Epistemology. R.V. Padilla, Latino/a Education in the 21st Century. R. Rocco, Democracy, Education, and Human Rights in the United States: Strategies of Latino/a Empowerment. Part VI: Realizing the Power of Community Action. P. Pedraza, Reflections on Collaborative Research and the NLERAP Process. S. Nieto, Afterword: A Project of Hope: Defining a New Agenda for Latino/a Education in the 21st Century. Appendices: NLERAP: Education Research Framework and Agenda. Incorporating Latino Communities into Educational Research: Statement on Methodology.