Radical Pedagogy

Radical Pedagogy (2013)

Volume 10 Issue 2

ISSN: 1524-6345

 

 

   Guerrero, Farruggio, & Guerrero



Conceptualizing a Border Signature Pedagogy for Mexicana Preservice Bilingual Educators



Michael D. Guerrero

Department of Curriculum and Instruction

University of Texas Pan American

Edinburg, USA

E-mail: guerreromd@utpa.edu


Pete Farruggio

Department of Curriculum and Instruction

University of Texas Pan American

Edinburg, USA

E-mail: pfarruggio@utpa.edu


Maria C. Guerrero

Department of Modern Languages and Literature

University of Texas Pan American

Edinburg, USA

E-mail: mcguerrero@utpa.edu



Abstract

     A collaborative preservice faculty team in the South Texas borderlands studied a variety of pedagogical methods and ideas from diverse research traditions, and synthesized a promising model for a context-specific signature border pedagogy for their working class Latina students. The authors describe the socioeconomic and educational profile of the borderland region, the academic needs of their non-traditional preservice bilingual education students, and how the team modified the bilingual teacher preparation curriculum to address local conditions.

     Keywords: bilingual education, preservice curriculum, border pedagogy