Title of Oral/Poster Presentation

Disposition for Change: A Teacher’s Quest for Student- and Self-Liberation

Class

Article

Graduation Year

2018

College

College of Humanities and Social Sciences

Department

English Department

Faculty Mentor

Crescencio Lopez-Gonzalez

Presentation Type

Poster Presentation

Abstract

The tensions that dominate the lives of Mexican-American adolescents complicate their academic achievement. In addition to a lack of parental and administrative support, many Anglo-American teachers see Mexican-American students as lacking capability or intelligence, stereotypes that poison progress and inhibit their learning. Our research seeks to consider, on the other hand, the influence of visionary, dedicated teachers in the lives of underprivileged students. This study utilizes educational life stories narrated through film, primarily Walkout (2006) by Edward James Olmos, Stand and Deliver (1988) by Ramón Menéndez, Spare Parts (2015) by Sean McNamara, and Niki Caro’s McFarland, USA (2015). Detailing the experiences of Caucasian and Latino teachers and their Mexican-American students, these autobiographical film narratives point to the fact that individual teachers possess the power to open doors of opportunity for positive change and progress in the lives of their students. By evaluating and analyzing these stories, our research suggests that those teachers who look beyond racial stereotypes and recognize their potential as educators to break the cycle not only liberate their students, but also themselves.

Location

North Atrium

Start Date

4-13-2017 12:00 PM

End Date

4-13-2017 1:15 PM

563A8759.jpg (14889 kB)
563A8762.jpg (13866 kB)

This document is currently not available here.

Share

COinS
 
Apr 13th, 12:00 PM Apr 13th, 1:15 PM

Disposition for Change: A Teacher’s Quest for Student- and Self-Liberation

North Atrium

The tensions that dominate the lives of Mexican-American adolescents complicate their academic achievement. In addition to a lack of parental and administrative support, many Anglo-American teachers see Mexican-American students as lacking capability or intelligence, stereotypes that poison progress and inhibit their learning. Our research seeks to consider, on the other hand, the influence of visionary, dedicated teachers in the lives of underprivileged students. This study utilizes educational life stories narrated through film, primarily Walkout (2006) by Edward James Olmos, Stand and Deliver (1988) by Ramón Menéndez, Spare Parts (2015) by Sean McNamara, and Niki Caro’s McFarland, USA (2015). Detailing the experiences of Caucasian and Latino teachers and their Mexican-American students, these autobiographical film narratives point to the fact that individual teachers possess the power to open doors of opportunity for positive change and progress in the lives of their students. By evaluating and analyzing these stories, our research suggests that those teachers who look beyond racial stereotypes and recognize their potential as educators to break the cycle not only liberate their students, but also themselves.