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
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.