The CATESOL Journal
This article recounts a narrative of professional transformation inspired by the works of Paulo Freire and Gloria Ladson-Billings and advanced by a participatory action research (PAR) project. The PAR team for this case study, consisting of the university teacher educator as a “coach” and a high school classroom teacher along with her students, examines the use of community-based knowledge in a form of corrido (ballads) studies. In this process, the ballads become the basis for learners’ engagement with literacy activities in the context of what is known as a heritage language Spanish class. The analysis focuses on the process of designing a culturally relevant pedagogy and ensuring its effectiveness through the examination of pre and postwriting samples and students’ fluid identification with various ethnic labels.
Garcia, Sara S., and Christina F. Garcia. "Transformative Professional Development and the Promotion of Literacy Through Culturally Responsive Pedagogy." CATESOL Journal 28.1 (2016): 175-94.