Rendon validating culturally diverse students

Permission must be received for subsequent distribution in print or electronically. For more information, read Michigan Publishing's access and usage policy.Michigan Journal of Community Service Learning Spring 2010, pp.90-94 Review Essay The New American Scholar John Saltmarsh University of Massachusetts Boston Sentipentsante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation Laura I.This issue was guest edited by Rendón and Susana M. The theory has also been employed in student affairs programming, student success programs, research capturing the experience of low-income, first-generation students and dissertation studies.This study examined minority and nontraditional college students and how new approaches to learning and student development may validate culturally diverse students and thus improve their achievement.Rendón’s book, I would argue, is the Pedagogy of the Oppressed for our time, bringing the lenses of feminist, postmodernist, anticolonial, and critical theory to bear on liberatory education. Local cosmopolitans and cosmopolitan locals: New models of professionals in the academy. She writes that “social justice becomes a theme anytime facul- ty work with underserved students (i.e., low- income, first-generation, underrepresented) in a way that seeks to liberate them from past invalidat- ing experiences that have fostered self-limiting views in order to transform them into powerful learners” (p. The oppression she addresses is not only about students whose academic success is not supported, but about the liberation of faculty from invalidating experiences that have fostered self-limiting views in order to transform faculty into powerful teachers and scholars. For both stu- dents and faculty, we need “democratic structures that honor diverse voices, ways of knowing, and participation in knowledge production” (p. Rendón refers to herself as “a reflective, socially active scholar” (p. What is needed to transform these students is for faculty, administrators, and counselors to fully engage in the validation of students and to recognize that not all students can be expected to learn or to get involved in institutional life in the same way. published a special issue dedicated to validation theory and its contribution to student success. In addition to editing this special issue, Rendón and Muñoz contributed the article, Validation theory has been used extensively to theoretically frame college and university programs such as the Puente Project (California) and Catch the Next (Texas).

The importance of this finding cannot be over stated, for it points to real hope for students who do not see themselves as “college material” or who feel that college life has little or nothing to do with the realities from which they come. The challenge is how to harness that strength, and how to unleash the creativity and exuberance for learning that is present in all students who feel free to learn, free to be who they are, and validated for what they know and believe. She studies instructional and institutional issues related to the success of minority students, particularly Hispanic students and two-year colleges.

This all made good sense to us as service-learning educators. We also experienced resistance to the kind of transformative education we implemented as we connected our courses to the local community and the content knowledge in the discipline to the pub- lic relevance of that knowledge. Washington, DC: American Association for Higher Education, Forum on Faculty Roles and Rewards, Working Paper Series 1.

Much of the early service-learning was marginalized on campus, and viewed as lacking rigor or as risky activity for early career faculty if they were going to be successful in accommodating their academic careers to the norms of their disciplines and the academy.

If the academy refuses to change, we will change it.

We will claim the curriculum, for we have always been a part of histo- ry, science, math, music, art, and literature.

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