A Barrio pedagogy: Identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism

Augustine Romero, Sean Arce, Julio Cammarota

Research output: Contribution to journalArticle

35 Scopus citations

Abstract

In this paper we forward our experiences and understanding of how we have used critical race theory (CRT) in our classrooms; more importantly, we bring forth the voices of students as a method of conveying the impact of our CRT classroom exercises. These exercises are parts of three structures that we created to counter the reality of racism and subordination within the American education system. These creations are: the Social Justice Education Project (SJEP); the Critically Compassionate Intellectualism Model of Transformative Education (CCI); and CCI's Third Dimension. An explanation and description of the SJEP and CCI are forthcoming in the next section of this paper, and in last section of this paper we explain CCI's Third Dimension.

Original languageEnglish (US)
Pages (from-to)217-233
Number of pages17
JournalRace Ethnicity and Education
Volume12
Issue number2
DOIs
Publication statusPublished - Jul 2009

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Keywords

  • Academic achievement
  • Activism
  • Barrio
  • Chicano
  • Critical pedagogy
  • Critical Race Theory
  • Critically compassionate intellectualism
  • Identity
  • Intellectualism
  • Pedagogy
  • Race

ASJC Scopus subject areas

  • Cultural Studies
  • Demography
  • Education

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