Critical Race Theory and Caring as Channels for Transcending Borders between an African American Professor and Her Latina/o Students

Authors

  • Jacqueline B. Koonce University of Texas Rio Grande Valley

DOI:

https://doi.org/10.18251/ijme.v20i2.1432

Keywords:

reflective essay, Latina/o students, race, culture, critical race theory

Abstract

This reflective essay uncovers ways in which critical race theory and caring are key to crossing racial, cultural, and linguistic borders between professors and their students. Many scholars have noted how critical reflection relates to effective teaching, especially when taking into account student learning. Reflecting upon archival data and participant observation, the author describes, through various stories, how she uses critical race theory and caring to connect with her students in spite of their differences. The author also provides examples of how her students reciprocate her care in extravagant ways.

Author Biography

Jacqueline B. Koonce, University of Texas Rio Grande Valley

Jacqueline B. Koonce is an Assistant Professor in the Department of Bilingual and Literacy Studies at The University of Texas Rio Grande Valley. Dr. Koonce’s work has appeared in the The Qualitative Report, the Journal of Literacy and Technology, Annual Editions: Multicultural Education, 17th Edition; Journal of Language & Literacy Education; and the Language Arts Journal of Michigan. Her current research focuses on the impact of caring on all students, but particularly, students of color. She is also studying African American women’s language and literacy practices. She can be reached at BMain 2.110; Department of Bilingual and Literacy Studies; UTRGV; One West University Boulevard; Brownsville, Texas 78520; USA. E-mail: jacqueline.koonce@utrgv.edu. 

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Published

2018-06-30

How to Cite

Koonce, J. B. (2018). Critical Race Theory and Caring as Channels for Transcending Borders between an African American Professor and Her Latina/o Students. International Journal of Multicultural Education, 20(2), 101–116. https://doi.org/10.18251/ijme.v20i2.1432

Issue

Vol. 20 No. 2 (2018): Open Theme Issue

Section

Praxis Articles (Peer-reviewed)

License

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