In the 30 years since Giroux (1983) named schools as a site of resistance, little has happened to sustain and embed that practice in schools. The contexts, structures, and policies in schools do not foster opportunities for resistance, and schools of education do not prepare teachers to support students' critical actions in schools, ensuring the reproduction of inequity and injustice. While this is true for all historically marginalized groups, the specific legacy of discrimination (i.e., threats of deportation) faced by Latinx students and communities in the western United States often serves to silence their voices and efforts at resistance (Darder, Noguera, Fuentes, & Sanchez, 2012). In this chapter, we examine data from a student voice research project, including weekly observations (n =102) for the school year across three public school classrooms, teacher reflections, and student work. This work is framed by the theory of sociopolitical development, implicating both teachers and students in the process of resistance and liberation. The data we explore captures (1) early conversations between students and teachers about issues of racial and economic injustice, (2) the initial resistance of students to having those conversations, (3) increasing trust between teachers and students supporting engagement with the issues, (4) students' active resistance toward the issues that impacted them, (5) teachers and students working together to challenge unjust policies - at the school, district, and state level.
|Original language||English (US)|
|Number of pages||30|
|Journal||Advances in Education in Diverse Communities: Research, Policy and Praxis|
|State||Published - Jan 1 2017|
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