{"pk":36047,"title":"Transformative Professional Development and the Promotion of Literacy Through Culturally Responsive Pedagogy","subtitle":null,"abstract":"This article recounts a narrative of professional transformation\ninspired by the works of Paulo Freire and Gloria Ladson-Billings\nand advanced by a participatory action research (PAR) project.\nThe PAR team for this case study, consisting of the university\nteacher educator as a “coach” and a high school classroom teacher\nalong with her students, examines the use of community-based\nknowledge in a form of corrido (ballads) studies. In this process,\nthe ballads become the basis for learners’ engagement with literacy activities in the context of what is known as a heritage language\nSpanish class. The analysis focuses on the process of designing\na culturally relevant pedagogy and ensuring its effectiveness\nthrough the examination of pre- and postwriting samples and\nstudents’ fluid identification with various ethnic labels.","language":"eng","license":null,"keywords":[],"section":"Theme Section -  Doing the Identity Work in ESL Learning and Teaching","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8fc864mj","frozenauthors":[{"first_name":"Sara","middle_name":"S.","last_name":"Garcia","name_suffix":"","institution":"Santa Clara University","department":""},{"first_name":"Christina","middle_name":"Favela","last_name":"Garcia","name_suffix":"","institution":"East Side Union High School District San Jose","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36047/galley/26899/download/"}]}