Purpose

This paper aims to explore how one elementary school administrative team responded to their changing student populations to include Latin(x) within their black community. The responses included looping practices, relationship building with families and culturally relevant pedagogies. In particular, this paper considers how the three aspects of the change worked together toward the goal of providing its students with quality educational opportunities and enhancements.

Design/methodology/approach

The research presented here is part of a longitudinal (four-year) qualitative study where ethnographic approaches to data collection were adopted.

Findings

The four-year immersion in the values of culturally relevant pedagogy created a reciprocal growth in understanding among the teachers and the students of the black and Latin(x) populations, sustained the overarching ideas of deep family connections and contributed to asset-driven curriculum.

Originality/value

A national trend shows rapid changing demographics where Latin(x) families are moving into black neighborhoods and schools. This change in schools’ student populations finds educators facing new challenges in addressing the educational and cultural needs of two minoritized populations. This research adds to the existing scholarship by documenting how one school shifts their learning atmosphere to deeply engage students in culturally relevant pedagogies.

中文翻译：

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“为我们的追梦者重新构想教育”：通过文化相关的教学为拉丁语和黑人小学生创造一个人性化的教育空间

目的

本文旨在探讨一所小学行政团队如何应对不断变化的学生群体，将拉丁语（x）纳入黑人社区。回应包括循环实践、与家庭建立关系以及文化相关的教学法。本文特别考虑了变革的三个方面如何共同努力，以实现为学生提供优质教育机会和增强的目标。

设计/方法论/途径

这里介绍的研究是一项纵向（四年）定性研究的一部分，其中采用了人种学方法来收集数据。

发现

四年来对文化相关教育学价值观的浸淫使黑人和拉丁裔教师和学生之间的理解相互增长，维持了深厚的家庭联系的总体理念，并为资产驱动的课程做出了贡献。

原创性/价值

全国趋势显示人口结构正在迅速变化，拉丁裔家庭正在迁入黑人社区和学校。学校学生人数的变化使教育工作者在满足两个少数群体的教育和文化需求方面面临着新的挑战。这项研究记录了一所学校如何改变学习氛围，让学生深入参与文化相关的教学法，从而丰富了现有的奖学金。