The Use of De Jure to Maintain a De Facto Status Quo

Autor/inn/en	Gallard Martínez, Alejandro José; Antrop-González, René
Titel	The Use of De Jure to Maintain a De Facto Status Quo
Quelle	In: Cultural Studies of Science Education, 8 (2013) 4, S.991-996 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-013-9523-6
Schlagwörter	STEM Education; Teaching Methods; Educational Policy; Legal Responsibility; Compliance (Legal); Educational Practices; Vignettes; Hispanic American Students + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Strafmündigkeit; Bildungspraxis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	The vignette we use as the introduction works to define and distinguish the concepts of de jure and de facto pedagogical actions, especially as related to Latin@ education and its relationship with STEM fields. The authors assert that de jure educational policies, which are often legal guidelines that mandate minimum levels of compliance, unfortunately become translated to mean the normative way to implement educational practice. Hence, going above and beyond the call of duty to educate Latin@ children and youth through culturally meaningful STEM practices while respecting, affirming, and utilizing decolonizing ways of viewing science and math is not viewed as standard. Thus, it is imperative that STEM educators who work with Latin@ learners demand that de jure education guidelines translated as de facto pedagogical actions are not enough. On the contrary, de jure and de facto ways of teaching and learning should always consist of a counterhegemonic normative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10