The Urban Review

, Volume 35, Issue 1, pp 73–91 | Cite as

Reflective Voices: Valuing Immigrant Students and Teaching with Ideological Clarity


Students who are not part of the dominant culture need teachers that have a clear understanding of their role as cultural workers (Freire, 1998). Moreover, it is imperative that teachers who work with immigrant children become reflective about their ideology and how their belief systems impact their interaction with culturally diverse families. In order to help immigrant students acquire the necessary academic skills to succeed in our society, teachers must also be supportive and aware of the delicate and nonstatic process of acculturation, which children undergo as they interact with a new culture, language, or reality that may not be “in tune” with their previous experiences. In this article, we will hear the voices of four novice teachers, as they critically examine assumptions they hold about their most disadvantaged students, and as they strive for ideological clarity in their practice.

immigrant students ethnographic research teacher education ideological clarity 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Anzaldua, G. (1987). Borderlands/La Frontera: The New Mestiza. San Francisco: Spinster/Aunt Lute.Google Scholar
  2. Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel and A. H. Halsey (Eds.), Power and Ideology in Education (pp. 487-511). New York: Oxford University Press.Google Scholar
  3. Darder, A. (1991). Culture and Power in the Classroom: A Critical Foundation for Bicultural Education. New York: Bergin & Garvey.Google Scholar
  4. Delpit, L. (1995). Other People's Children: Cultural Conflict in the Classroom. New York: New Press.Google Scholar
  5. Farber, K. S. (1995). Teaching. In R. J. Martin (Ed.), Practicing What We Teach: Confronting Diversity in Teacher Education (pp. 49-63). New York: State University of New York Press.Google Scholar
  6. Frank, C. (1999). Ethnographic Eyes: A Teacher's Guide to Classroom Observation. Portsmouth, NH: Heinemann.Google Scholar
  7. Freire, P. (1970). Pedagogy of the Oppressed. New York: Seaburg Press.Google Scholar
  8. Freire, P. (1998). Teachers as Cultural Workers. Boulder, CO: Westview Press.Google Scholar
  9. Gramsci, A. (1971). Selections form the Prison Notebooks of Antonio Gramsci. New York: International.Google Scholar
  10. Igoa, C. (1995). The Inner World of the Immigrant Child. Mahwah, NJ: Erlbaum.Google Scholar
  11. Moll, L. (1994). Literacy research in community and classrooms: A sociocultural approach. In R. Ruddell, M. Rudell, and H. Singer (Eds.), Theoretical Models and Processes of Reading, Newark, DE: International Reading Association.Google Scholar
  12. Olsen, L. (1997). Made in America: Immigrant Students in Our Public Schools. New York: New Press.Google Scholar
  13. Olsen, L. (2002). So they may speak: Creating schools that protect and pass on to children their language and cultural heritage. In M. Quezada (Ed.), The Multilingual Educator, Vol 3, Number 1 (pp. 10-15). Los Angeles: California Association for Bilingual Education.Google Scholar
  14. Rosaldo, R. (1993). Culture and Truth: The Remaking of Social Analysis. Boston: Beacon Press.Google Scholar
  15. Sugar Martinez, E. (2000). Ideological baggage in the classroom: Resistance and resilience among Latino bilingual students and teachers. In H. T. Trueba, and L. Bartomlomé (Eds.), Immigrant Voices: In Search of Educational Equity (pp. 93-106). New York: Rowman & Littlefield.Google Scholar
  16. Trueba, H. T., and Bartomlomé, L. (2000). Beyond the politics of schools and the rhetoric of fashionable pedagogies: The significance of teacher ideology. In H. T. Trueba, and L. Bartomlomé (Eds.), Immigrant Voices: In Search of Educational Equity (pp. 277-293). New York: Rowman & Littlfield.Google Scholar
  17. Valdés, G. (1996). Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools. New York: Teachers College Press.Google Scholar

Copyright information

© Human Sciences Press, Inc. 2003

Authors and Affiliations

  1. 1.Teacher Education DepartmentClaremont Graduate UniversityClaremont

Personalised recommendations