“Counterstory Mapping Our City”: Teachers Reckoning with Latinx Students’ Knowledges, Cultures, and Communities

Authors

  • Erin Lee Dyke Oklahoma State University
  • Jinan El Sabbagh Oklahoma State University
  • Kevin Dyke Oklahoma State University

DOI:

https://doi.org/10.18251/ijme.v22i2.2445

Keywords:

authorizing student perspectives, counter-mapping, counterstories, culturally sustaining pedagogy, teacher education

Abstract

The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students’ counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement.

Author Biographies

Erin Lee Dyke, Oklahoma State University

Assistant Professor of Curriculum Studies, School of Teaching, Learning, and Educational Sciences

Jinan El Sabbagh, Oklahoma State University

PhD Student

Kevin Dyke, Oklahoma State University

Assistant Professor of Maps and Spatial Data Curation, Edmon Low Library

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Published

2020-08-31

How to Cite

Dyke, E. L., El Sabbagh, J., & Dyke, K. (2020). “Counterstory Mapping Our City”: Teachers Reckoning with Latinx Students’ Knowledges, Cultures, and Communities. International Journal of Multicultural Education, 22(2), 30–45. https://doi.org/10.18251/ijme.v22i2.2445

Issue

Section

2020 Special Issue (Peer-Reviewed)