Toward a Theory of Critical Care in Urban Small School Reform: Examining Structures and Pedagogies of Caring in Two Latino Community‐Based Schools
Item
Title
Toward a Theory of Critical Care in Urban Small School Reform: Examining Structures and Pedagogies of Caring in Two Latino Community‐Based Schools
Abstract/Description
Using in‐depth interviewing, participant observations, and the collection of historical and curricular documents, this article describes two Latino community‐based small high schools—the Dr Pedro Albizu Campos High School (PACHS) and El Puente Academy for Peace and Justice (El Puente). The authors focus on ways in which these two schools create a culture of high academic expectations for their students, value high‐quality interpersonal relationships between students and teachers, and privilege the funds of knowledge that students and their respective communities bring to school. The authors advance a theory of critical care that embodies this important combination, which is crucial if small high schools created for and by communities of color are to succeed. Finally, the implications for a theory of critical care and its impact are discussed within the framework of small urban high school reform.
Author/creator
Date
In publication
Volume
19
Issue
4
Pages
409-433
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0951-8398
Citation
Antrop‐González, R., & De Jesús, A. (2006). Toward a Theory of Critical Care in Urban Small School Reform: Examining Structures and Pedagogies of Caring in Two Latino Community‐Based Schools. International Journal of Qualitative Studies in Education, 19(4), 409–433. https://doi.org/10.1080/09518390600773148
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