Abstract
ABSTRACT This article provides a portrait of the challenges and promise of Latino schooling in California’s agricultural Central Valley, site of one of the largest and socioeconomically vulnerable Latino populations in the nation’s most populous state. Through surveys, interviews, and participant observation, we document a multi-year “Placed-Based Education” project by which Latino and Filipino community college students learn of the region’s legendary Farmworkers Movement through oral history methodology. We find that students attain great gains within historical thinking skills, biliteracy abilities, and positive bicultural identity. We discuss the implications of this approach at both the junior college and K–12 schooling levels.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
