LEADER 03993nam 22005415 450 001 9910255146303321 005 20200630063543.0 010 $a94-6300-307-X 024 7 $a10.1007/978-94-6300-307-0 035 $a(CKB)3710000001177394 035 $a(MiAaPQ)EBC4843708 035 $a(DE-He213)978-94-6300-307-0 035 $a(OCoLC)985325421 035 $a(nllekb)BRILL9789463003070 035 $a(MiAaPQ)EBC4841650 035 $a(Au-PeEL)EBL4841650 035 $a(CaPaEBR)ebr11374259 035 $a(OCoLC)983744916 035 $a(EXLCZ)993710000001177394 100 $a20170413d2016 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aDesigning Critical and Creative Learning with Indigenous Youth $eA Personal Journey /$fby Donna DeGennaro 205 $a1st ed. 2016. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2016. 215 $a1 online resource (229 pages) $cillustrations 225 1 $aBold Visions in Educational Research 311 $a94-6300-306-1 311 $a94-6300-305-3 320 $aIncludes bibliographical references at the end of each chapters. 327 $aPreliminary Material -- Situating Struggle, an Academic Journey -- Founding Unlocking Silent Histories -- Theoretical Foundations -- Situating Guatemala and Our Initial Communities -- Carmen Tzoc Portillo, 17 Chirijox, Nahualá -- Emilio Tzoc Portillo, 13 Chirijox, Nahualá -- Catalina Naccasia, 13 and Fabiola Tambriz, 14 Chirijox, Nahualá -- Jose Maria Perez Vasquez (Chema, Chino), 17 San Juan La Laguna -- Norma Mendoza, 18 San Juan La Laguna ?Temascales? -- Carlos Agustin Vasquez Mendoza (Tín), 18 San Juan La Laguna ?Exito? -- Owning Unlocking Silent Histories Becoming Teacher|Leader -- Looking Back, Looking Forward. 330 $aDesigning Critical and Creative Learning with Indigenous Youth: A Personal Journey traces the events leading to the creation of Unlocking Silent Histories (USH) and outlines the program?s foundational and methodological principles. The book opens with an explanation of the author?s struggles with the theory-practice tension, a conflict that has inhibited the widespread adoption and actualization of socially just learning engagements. She then offers her rationale for taking a leave from academia to concentrate fully on developing a critical pedagogy-informed learning design facilitated by combining community-connected inquiry with video ethnography. The substance of the text focuses on the identified foundational and methodological principles, explained through first-hand accounts of USH?s year-one participants. These youth-centered chapters assist in presenting an argument for employing culturally responsive and socially just educational engagements. At the same time, the chapters illustrate how drawing on youth voice can more broadly contribute to bridging theory and practice in communities that are often disconnected from the larger educational discourse. The author does not intend to provide a scripted implementation process within USH or of educational in general. Rather she uses first-hand youth accounts in this cultural context to give the reader a lived experience of how a youth-directed, emergent learning path materializes when employing a model that draws on local knowledge and invite youth voice. 410 0$aBold Visions in Educational Research 606 $aEducation 606 $aEducation, general$3https://scigraph.springernature.com/ontologies/product-market-codes/O00000 615 0$aEducation. 615 14$aEducation, general. 676 $a371.82997073 700 $aDeGennaro$b Donna$4aut$4http://id.loc.gov/vocabulary/relators/aut$01058222 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910255146303321 996 $aDesigning Critical and Creative Learning with Indigenous Youth$92497954 997 $aUNINA