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    Authentic Cariño
    Transformative Schooling for Latinx Youth

    Marnie W. Curry (Author), Angela Valenzuela (Foreword by)

    9780807766316

    Paperback / softback, published 10 December 2021

    256 pages
    22.6 x 15.4 x 1.5 cm, 0.36 kg

    As the population of Latinx students grows in U.S. public schools and our nation seeks to address systemic inequities, racism, and xenophobia, this counternarrative provides inspiration to those wishing to reinvigorate schools and build a more caring and just world. This book documents the innovative practices, successes, and struggles of a full-service community high school serving mostly low-income, Latinx youth in an economically depressed California city. Based on 4 years of qualitative research, the author examines how educators, families, and community members established and sustained a social justice school that immersed youth in authentic cariño—a holistic blend of familial, intellectual, and critical care. By nurturing students' moral, social, personal, and academic development, the school produced college-bound graduates ready to be agents of change in their own lives and in their communities. This case study synthesizes and extends scholarship on color-conscious, healing-centered educational care and offers rich portrayals of praxis that illuminate how schools can equip marginalized youth to thrive.

    Book Features:

    • Advances a fully elaborated model that specifies three fundamental dimensions of care: familial, intellectual, and critical.
    • Provides an in-depth account of a high school that successfully institutionalized authentic cariño schoolwide.
    • Advocates for "college and community readiness," conveying to students how additional schooling would enable them to become community change agents capable of contributing to collective uplift.
    • Offers insights into the structures, processes, and complications that arise when a school commits to authentic cariño as a path to promote engaged learning and social transformation.
    • Shows what is possible when educators in partnership with local communities dare to care deeply and widely for Latinx youth.

    • Contents
    • Foreword 
      Angela Valenzuela, PhD  
      xi
    • Acknowledgments 
      xv
    • 1. 
       
      Welcome to the Beautiful Struggle 
      1
    • Embracing Students With Authentic Cariñ
      o From Day One 
      2
    • Why This Case Study Matters 
      5
    • What Does it Really Mean to Care? 
      7
    • Authentic Cariñ
      o 
      11
    • The Study 
      15
    • The School 
      17
    • Preview of Chapters 
      20
    • 2. 
       
      Familial Cariñ
      o: Deeply Knowing and Supporting Students 
      23
    • Familial Cariñ
      o: Life-Affirming, Healing-Centered, and Authentic 
      25
    • Institutionalizing Familial Cariñ
      o 
      27
    • Firewalks: Schoolwide Rituals That Exemplify Familial Cariñ
      o 
      45
    • Tensions in Familial Cariñ
      o 
      49
    • Closing Reflections 
      55
    • 3. 
       
      Intellectual Cariñ
      o: Cultivating Engaged Pensadoras 
      57
    • Intellectual Cariñ
      o: Analytic, Responsive, and Rigorous 
      59
    • The Four Pillars of Intellectual Cariñ
      o 
      60
    • Institutionalizing Intellectual Cariñ
      o 
      68
    • Tensions in Intellectual Cariñ
      o 
      92
    • Closing Reflections 
      96
    • 4. 
       
      Critical Cariñ
      o: Nurturing Strong Sociocultural Identities, Political Awareness, and Civic Engagement 
      97
    • Critical Cariñ
      o: Political, Liberatory, and Humanizing 
      98
    • The Relation Between Critical Cariñ
      o and Critical Pedagogy 
      102
    • Critical Cariñ
      o Enacted 
      105
    • Institutionalizing Critical Cariñ
      o 
      125
    • Tensions in Critical Cariñ
      o 
      130
    • Closing Reflections 
      136
    • 5. 
       
      Authentic Cariñ
      o: Braiding Together Familial, Intellectual, and Critical Care 
      138
    • Weaving the Trenza of Authentic Cariñ
      o: Understanding Authentic Cariñ
      o'
      s Prevalence at MHS 
      141
    • Ya Basta, Enough Is Enough: Authentic Cariñ
      o Confronts Violence 
      148
    • Closing Reflections 
      160
    • Conclusion: Seguir Adelante—
      Moving Forward 
      163
    • Lessons From MHS 
      163
    • Challenges 
      166
    • Recommendations for Moving Forward 
      169
    • Closing Reflections 
      170
    • Appendix A: A Reflexive Recap of Research 
      171
    • Appendix B: Roster of MHS Certificated Staff With Biographic Detail 
      189
    • Appendix C: Roster of Prominent MHS Staff and Community Partners 
      191
    • Appendix D: Course Assessment Summary Sheets Distributed to Students 
      193
    • Appendix E: Classroom Observation Analysis Instruments and Their Constructs 
      197
    • Appendix F: Teacher Focus Group Protocol (Department) 
      201
    • Notes 
      203
    • References 
      211
    • Index 
      227
    • About the Author 
      237

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