Date of Award

Spring 2021

Document Type

Thesis

Terms of Use

© 2021 Gabriel Brossy de Dios. This work is freely available courtesy of the author. It may be used under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) license. For all other uses, please contact the copyright holder.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Degree Name

Bachelor of Arts

Department

Educational Studies Department

First Advisor

Elaine Allard

Second Advisor

María Luisa Guardiola Tey

Abstract

In the United States, K-12 students face a wide range of challenges emanating from persistent and systemic issues, particularly racial and class-based inequalities. For example, the COVID-19 pandemic has both demonstrated and deepened these racial and economic inequalities: in the disproportionate death rate of black and Latino people, as well as the rise in unemployment and economic insecurity. Individual students are affected by these global and national issues at the micro level of schools, work, and family, among other settings. Education alone will not solve issues such as economic inequality and racism — in fact the educational system as it stands contributes to the social reproduction of these inequalities (Anyon, 1980). However, teachers who take a critical stance on the lives of their students outside the school, on students’ potential in the many domains of their lives, and on the purpose of their instruction may succeed in guiding students both to excel academically and to question and act to challenge the issues that directly impact their lives (Shor, 1996; Alegria, 2014). Given these possibilities of a critical orientation to teaching, this thesis seeks to elaborate on possible applications of critical pedagogy to an existing and popular instructional method for English learners.

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