Engaging in <i>Travesuras</i>: A Latino Fifth-Grader’s Disassociation from the Schoolboy Label

Authors

  • Kimberley Kennedy Cuero University of Texas at San Antonio
  • Maria Kaylor University of Texas at San Antonio

DOI:

https://doi.org/10.18251/ijme.v12i1.269

Keywords:

bilingual education, qualitative case study, Latino student, elementary, resistance

Abstract

This case study examines José, a bilingual Latino fifth-grader, and his complex and dynamic engagements in travesuras (mischievous behaviors). José’s travesuras served to disassociate him from being labeled a “schoolboy.” This disassociation was evident in how José: (1) renounced “school-like” work and (2) downplayed his intelligence. José had been pigeonholed—for the most part—as a smart student who should have known better than to behave inappropriately. Implications point to how to create more nurturing and enriching experiences for urban Latino youth such as José.

Author Biographies

Kimberley Kennedy Cuero, University of Texas at San Antonio

Assistant Professor Department of Interdisciplinary Learning and Teaching College of Education and Human Development

Maria Kaylor, University of Texas at San Antonio

Assistant Professor Department of Interdisciplinary Learning and Teaching College of Education and Human Development

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Published

2010-06-13

How to Cite

Cuero, K. K., & Kaylor, M. (2010). Engaging in <i>Travesuras</i>: A Latino Fifth-Grader’s Disassociation from the Schoolboy Label. International Journal of Multicultural Education, 12(1). https://doi.org/10.18251/ijme.v12i1.269

Issue

Vol. 12 No. 1 (2010)

Section

Articles (Peer-reviewed)

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