Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces
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LMU/LLS Theses and Dissertations Fall October 2011 Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces Salvador Martin Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Martin, Salvador, "Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces" (2011). LMU/LLS Theses and Dissertations. 254. https://digitalcommons.lmu.edu/etd/254 This Dissertation is brought to you for free and open access by Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in LMU/LLS Theses and Dissertations by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. LOYOLA MARYMOUNT UNIVERSITY Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces by Salvador Martin A dissertation presented to the Faculty of the School of Education, Loyola Marymount University, in partial satisfaction of the requirement for the degree Doctor of Education 2011 Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Spaces Copyright © 2011 by Salvador Martin Loyola Marymount University School of Education Los Angeles, CA 90045 This dissertation written by Salvador Martin, under the direction of the Dissertation Committee, is approved and accepted by all committee members, in partial fulfillment of requirements for the degree of Doctor of Education. ________________________________ Date Dissertation Committee ACKNOWLEDGEMENTS I would like to acknowledge the fantastic women and girls who generously shared their time and experiences to help this researcher find his way. To Maria, Nancy, Maribel, and Jessica, without your candor and generosity, I would not have been able to finish this project. Your insights forced me to grow and learn. Thank you. I just hope I was able to give your experiences the honor and respect they deserve. To Dr. Límon, without your support and friendship I never would have finished this project. Thank you very much. Dr. Lapayese, you helped me define my voice and grow in directions I never would have imagined. Thank You. Dr. Lavadenz, I thank you for making it possible for me to be a part of this program, and your kind words and encouragement. DEDICATION This work is dedicated to the women that taught me how to be a man. To Dyana, my partner in crime and in life who has patiently allowed me to struggle and grow our whole life together, I love you. Para mi Mamá Rosa quien me enseño la importancia de ser un buen hombre con educación y a mi Abuelita Goña quien me enseño a tener caridad y fuerza de caracter, las quiero mucho. Para mi Padre, Salvador, que me apoyo e impulso a ser una persona responsable. Te quiero mucho. To my brothers Carlos and Edwardo, thank you for all of the support during the long process. To my sons Daniel Ozomahtli, Jacob Cuahtli, and Raymond Tochtli, I love you very much. To all of my past, present, and future students, never stop learning. Education will set you free. v TABLE OF CONTENTS ACKNOWLEDGEMENTS ........................................................................................iv DEDICATION...............................................................................................................v LIST OF FIGURES......................................................................................................ix ABSTRACT...................................................................................................................x CHAPTER I: BACKGROUND OF THE STUDY.......................................................1 Statement of the Problem ................................................................................................1 Teachers and their Practice..............................................................................................4 Purpose of the Study........................................................................................................7 Significance of the Study.................................................................................................9 Catalyst for the Study....................................................................................................10 Theoretical Rationale ....................................................................................................12 Feminist Thought, Identity, and Consciousness..................................................13 Standpoint Theory .............................................................................................15 Research Question.........................................................................................................15 Limitations and Delimitations........................................................................................15 CHAPTER II: LITERATURE REVIEW .................................................................17 Introduction...................................................................................................................17 Past Research ................................................................................................................19 Critical Pedagogy and Consciousness............................................................................20 Freire and Critical Consciousness ......................................................................23 Dialogue.................................................................................................25 Praxis.....................................................................................................26 Reflection...............................................................................................27 From Dialogue, Praxis, and Reflection to consciousness.........................28 Freire in the United States ......................................................................28 Extensions of Freire's Work...............................................................................31 Cognitive ...............................................................................................34 Behavioral..............................................................................................37 Affective................................................................................................40 Feminist Critique of Freire ............................................................................................43 Feminists of Color and Freire ........................................................................................47 Consciousness and Chicana Feminists ...........................................................................55 The Mestiza Consciousness ...............................................................................55 Differential Consciousness.................................................................................62 Methodology and Methods............................................................................................68 vi Standpoint Theory .............................................................................................69 Critical Race Theory and Latina/o Critical Theory.............................................71 The Practice of Teachers ...............................................................................................73 Summary.......................................................................................................................75 CHAPTER III: METHODS AND METHODOLOGY .............................................78 Introduction...................................................................................................................78 Research Design............................................................................................................80 Research Question.........................................................................................................82 Site Selection ................................................................................................................82 Participants....................................................................................................................84 Entry .............................................................................................................................85 Ethical Considerations...................................................................................................86 Data Collection Methods...............................................................................................88 Interviews..........................................................................................................89 Observations and Field Notes.............................................................................91 Document Review .............................................................................................92 Emergent Themes..........................................................................................................92 Coding ..........................................................................................................................93 Ensuring Credibility and Validity..................................................................................94 Reflexivity ....................................................................................................................95