Introduction and Overview
Until recently, Latino populations in the USA, although often citizens by birth or naturalization, did not regularly associate themselves with other groups of Hispanic origin, for example, native-born Chicanos. Arguably, imitations on their social mobility – especially their legal status as undocumented immigrants – as well as a failure to instill reflexive awareness (Giddens 1991) of the political value of building alliances with other Latinos perhaps may have led to diminished person rights (Apple 1982). That is to say, cultivating both a sense of collective praxis (Mirón 2016) as well as reflexive awareness of their culturally situated material circumstances would in the long run serve their interests to secure improved opportunities such as employment and increased wages. Concretely, for some cultural groups, for example, Central Americans who are more-assimilated minded Latinos, Chicanos conjured images of intensely politically active West Coast...
This is a preview of subscription content, log in via an institution to check access.
References
Apple, M. (1982). Education and power. New York: Teachers College Press.
Arredondo, P., et al. (2006). The psycho historical approach in family counseling with mestizo/Latino immigrants: A continuum and synergy of world views. The Family Journal Counseling and Therapy for Couples and Families, 14(1), 13–26.
Biesta, G. (1994). Education as practical intersubjectivity: Towards a critical-pragmatic understanding of education. Educational Theory, 44(3), 299–317.
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). New York: Bloomsbury Academic.
Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Palo Alto: Stanford University Press.
Hall, S. (1990). Cultural identity and diaspora. In J. Rutherford (Ed.), Identity, community, cultural difference (pp. 222–237). London: Laurence & Wishart.
King, J., & Swartz, E. (2016). The Afrocentric praxis of teaching for freedom: Connecting culture to learning. New York: Routledge.
Kirylo, J. (2011). Paulo Freire: The man from Recife. New York: Peter Lang.
Kraidy, M. (2002). Hybridity in cultural globalization. Communication Theory, 12(3), 316–339.
Kraidy, M. (2005). Hybridity or the cultural logic of globalization. Philadelphia: Temple University Press.
McCarthy, C. (2016). Reconsidering aesthetics in everyday life. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory. Singapore: Springer.
Mirón, L. (2013). Foreword: Radicalizing democracy. In J. Kirylo (Ed.), A critical pedagogy of resistance: 34 pedagogues we need to know (pp. xii–xvi). Rotterdam: Sense Publishers.
Mirón, L. (2016). Collective praxis: A theoretical vision. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory. New York: Springer.
Mirón, L. F., & Elliot, R. J. (1991). The moral exercise of power: A post-structural analysis of school administration. Review Journal of Philosophy and Social Science, 16(1), 31–42.
Mirón, L., Inda, J., & Aguirre, J. K. (1998). Transnational migrants, cultural citizenship, and the politics of language in California. Educational Policy, 12(6), 659–681.
Popkewitz, T. (1997). The production of reason and power: Curriculum history and intellectual traditions. Journal of Curriculum Studies, 29(2), 131–164.
Reynolds, R., et al. (2001). An improved in situ and satellite analysis for climate. Journal of Climate, 15(13), 1609–1625.
Trump, D. (2015, June 16). Full text: Donald Trump announces presidential bid. The Washington Post. Retrieved from www.washingtonpost.com
Valle, V.M. & Torres, R.D. (2000). Latino Metropolis. Minneapolis: University of Minnesota Press.
Walker, D. (2015). Toward a new gospel of wealth. New York: Ford Foundation. Retrieved from www.fordfoundation.org
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media Singapore
About this entry
Cite this entry
Mirón, L. (2016). Latino Praxis. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_212-1
Download citation
DOI: https://doi.org/10.1007/978-981-287-532-7_212-1
Received:
Accepted:
Published:
Publisher Name: Springer, Singapore
Online ISBN: 978-981-287-532-7
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education