Francesca A. López is Associate Professor of Education Policy Studies & Practice at the University of Arizona, USA.

"Dr. Francesca López’s original, well-theorized text is brilliantly path-breaking, even as it has enormous implications for the somber reality of racialized suffering in our nation’s classrooms, on the one hand, and asset-based pedagogies as its antidote, on the other. She provides the analytical tools and empirical evidence needed to deconstruct the often subtle, everyday ways that children and youth of color get harmed and how to remedy it. A job well done!"—Angela Valenzuela, Professor of Education at the University of Texas at Austin, USA, and author of Subtractive Schooling, Leaving Children Behind, and Growing Critically Conscious Teachers"This book points the way to a truly authentic pedagogy for Latino youth, one that, with a strong research base, turns traditional pedagogy on its head: Latino students do not need remediation to ‘catch up,’ they need teaching that builds on their assets and allows them to flourish. This book is a must-read for all educators of Latino students."—Patricia Gándara, Professor of Education and Co-Director of the Civil Rights Project at the University of California, Los Angeles, USA

• Table of ContentsAcknowledgementsFrancesca LópezForewordAmado PadillaChapter 1: IntroductionFrancesca LópezPart I: A macro-to-micro overview of the context for Latino youthChapter 2: Context for Latino Youth Francesca LópezChapter 3: The Context of the Study: TUSD Desegregation and Obstacles for LatinosFrancesca LópezPart II: Theories and ResearchChapter 4: Altering Self-Fulfilling Prophesies: Teacher Beliefs and Teacher BehaviorsFrancesca LópezChapter 5: Student IdentityFrancesca LópezChapter 6: Policy RecommendationsFrancesca LópezPart III: Teacher Perspective on Asset-Based PedagogyChapter 7: Decolonizing Chican@ Studies to Rehumanize Xican@ Youth through Indigenous PedagogiesMictlani GonzálezChapter 8: A Counter Narrative: A Pedagogy of Love through Critical Race TheoryJosé Alberto GonzálezChapter 9: Culturally Responsive Practices in K-5 ClassroomsIsabel KelseyChapter 10: On Becoming Human in White SkinJulie ElvickChapter 11: Chicanismo and Carnalismo: An Asset Based Curriculum and PedagogyAlexandro Salomón Escamilla

Francesca A. López is Associate Professor of Education Policy Studies & Practice at the University of Arizona, USA.

"Dr. Francesca López’s original, well-theorized text is brilliantly path-breaking, even as it has enormous implications for the somber reality of racialized suffering in our nation’s classrooms, on the one hand, and asset-based pedagogies as its antidote, on the other. She provides the analytical tools and empirical evidence needed to deconstruct the often subtle, everyday ways that children and youth of color get harmed and how to remedy it. A job well done!"—Angela Valenzuela, Professor of Education at the University of Texas at Austin, USA, and author of Subtractive Schooling, Leaving Children Behind, and Growing Critically Conscious Teachers"This book points the way to a truly authentic pedagogy for Latino youth, one that, with a strong research base, turns traditional pedagogy on its head: Latino students do not need remediation to ‘catch up,’ they need teaching that builds on their assets and allows them to flourish. This book is a must-read for all educators of Latino students."—Patricia Gándara, Professor of Education and Co-Director of the Civil Rights Project at the University of California, Los Angeles, USA

• Table of ContentsAcknowledgementsFrancesca LópezForewordAmado PadillaChapter 1: IntroductionFrancesca LópezPart I: A macro-to-micro overview of the context for Latino youthChapter 2: Context for Latino Youth Francesca LópezChapter 3: The Context of the Study: TUSD Desegregation and Obstacles for LatinosFrancesca LópezPart II: Theories and ResearchChapter 4: Altering Self-Fulfilling Prophesies: Teacher Beliefs and Teacher BehaviorsFrancesca LópezChapter 5: Student IdentityFrancesca LópezChapter 6: Policy RecommendationsFrancesca LópezPart III: Teacher Perspective on Asset-Based PedagogyChapter 7: Decolonizing Chican@ Studies to Rehumanize Xican@ Youth through Indigenous PedagogiesMictlani GonzálezChapter 8: A Counter Narrative: A Pedagogy of Love through Critical Race TheoryJosé Alberto GonzálezChapter 9: Culturally Responsive Practices in K-5 ClassroomsIsabel KelseyChapter 10: On Becoming Human in White SkinJulie ElvickChapter 11: Chicanismo and Carnalismo: An Asset Based Curriculum and PedagogyAlexandro Salomón Escamilla

Francesca A. López is Associate Professor of Education Policy Studies & Practice at the University of Arizona, USA.

"Dr. Francesca López’s original, well-theorized text is brilliantly path-breaking, even as it has enormous implications for the somber reality of racialized suffering in our nation’s classrooms, on the one hand, and asset-based pedagogies as its antidote, on the other. She provides the analytical tools and empirical evidence needed to deconstruct the often subtle, everyday ways that children and youth of color get harmed and how to remedy it. A job well done!"—Angela Valenzuela, Professor of Education at the University of Texas at Austin, USA, and author of Subtractive Schooling, Leaving Children Behind, and Growing Critically Conscious Teachers"This book points the way to a truly authentic pedagogy for Latino youth, one that, with a strong research base, turns traditional pedagogy on its head: Latino students do not need remediation to ‘catch up,’ they need teaching that builds on their assets and allows them to flourish. This book is a must-read for all educators of Latino students."—Patricia Gándara, Professor of Education and Co-Director of the Civil Rights Project at the University of California, Los Angeles, USA

• Table of ContentsAcknowledgementsFrancesca LópezForewordAmado PadillaChapter 1: IntroductionFrancesca LópezPart I: A macro-to-micro overview of the context for Latino youthChapter 2: Context for Latino Youth Francesca LópezChapter 3: The Context of the Study: TUSD Desegregation and Obstacles for LatinosFrancesca LópezPart II: Theories and ResearchChapter 4: Altering Self-Fulfilling Prophesies: Teacher Beliefs and Teacher BehaviorsFrancesca LópezChapter 5: Student IdentityFrancesca LópezChapter 6: Policy RecommendationsFrancesca LópezPart III: Teacher Perspective on Asset-Based PedagogyChapter 7: Decolonizing Chican@ Studies to Rehumanize Xican@ Youth through Indigenous PedagogiesMictlani GonzálezChapter 8: A Counter Narrative: A Pedagogy of Love through Critical Race TheoryJosé Alberto GonzálezChapter 9: Culturally Responsive Practices in K-5 ClassroomsIsabel KelseyChapter 10: On Becoming Human in White SkinJulie ElvickChapter 11: Chicanismo and Carnalismo: An Asset Based Curriculum and PedagogyAlexandro Salomón Escamilla