ABSTRACT

In this article, we present narratives that illustrate how Latina/Chicana teachers embody care through their pedagogical practices and interpersonal relationships with their Latinx students. We identify two foundational components of Latina/Chicana embodied pedagogies of care (EPC): (1) practicing a shared understanding of care and (2) developing a shared community of care. Through our Latina/Chicana EPC framework, educators can consider how to tailor their own pedagogies to best work with Latinx students and other culturally and linguistically diverse students. We utilized qualitative critical reflections and meta-study methods to analyze our separate research studies and present a new theoretical framework.

摘要

在这篇文章中，我们通过叙述来说明拉丁裔/奇卡纳教师如何通过他们的教学实践和与拉丁裔学生的人际关系来体现关怀。我们确定了Latina/Chicana 体现的护理教学法(EPC) 的两个基本组成部分：(1) 实践对护理的共同理解和 (2) 发展共享的护理社区。通过我们的拉丁裔/奇卡纳 EPC 框架，教育工作者可以考虑如何调整自己的教学法，以最好地与拉丁裔学生和其他文化和语言多样化的学生合作。我们利用定性批判性反思和元研究方法来分析我们的独立研究并提出新的理论框架。