000			03019nam a22003017a 4500
003			OSt
005			20260521104313.0
007			a
008			260504b |||||||| |||| 00| 0 eng d
040			_cFoundation University
050			_aL 11 _b.S55
100			_aShook, Lauren Mena _eauthor _915913
245	0	0	_aCultura en cuarentena: _blatcrit prespectives on culturally relevant education during Covid-19 / _cLauren Mena Shook, , Maria Del Carmen Unda, Lizeth I. Lizarraga-Duenas
264			_42024
300			_3index _apages 161-188; _billustration _fpages
336			_atext _btxt
337			_aunmediated _bn
338			_3resource _avolume _bnc
490			_aEducation Index
520			_aPurpose: Although culturally relevant education (CRE) practices support student achievement, particularly for students of color, these practices are rarely adopted or effectively implemented in US schools. This study examines what policies facilitate or impede Latinx teachers’ use of CRE practices. Research Methods/Approach: Utilizing Latina/o critical race theory (LatCrit), we analyze pláticas and semistructured interviews with 11 public school, Latinx educators from the 2020–21 academic year. These pláticas were situated in the context of Eagle Academy, a Saturday cultural and language revitalization program that partners with the local school district. Findings: We find that high-stakes accountability systems that center Eurocentric curricular standards greatly reduce the ability of instructors to implement CRE. In addition, teacher burnout prevents the implementation of CRE, particularly when associated with teacher’s intersectional identities. Conversely, CRE was most successfully implemented when working outside the settler-colonial system of education or where it converged with the interests of the existing K–12 system. Implications: These findings suggest that challenges in implementing CRE are indicative of deep fissures between culturally responsive approaches and traditional schooling. States must address the underlying racial frameworks guiding student and district assessments that disincentivize CRE. LatCrit suggests that the culture of Latinx students and teachers continues to be constructed as foreign within a Eurocentric school context that centers Whiteness and that education leaders and policy makers must actively engage in reflective practices aimed at recognizing the limitations of interest convergence when implementing CRE.
650			_aCultural _xEducation. _915914
658			_aEducation Index.
700			_aUnda , Maria Del Carmen _eauthor. _915915
700			_aLizarraga-Duenas, Lizeth I. _eauthor. _915916
773	0		_05783 _98304 _dChicago : University of Chicago Press, 1979- _o0172026005019002 _tAmerican journal of education. _w(OSt)11236160 _x0195-6744
856			_uhttps://doi.org/10.1086/733591 _yCultura en cuarentena: latcrit prespectives on culturally relevant education during Covid-19
942			_2lcc _cINDEX _hL 11 _i.S55 _k(COE-P) _n0
999			_c5889 _d5889