Hunter College Schools
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Carmen I. Mercado draws on four decades of seminal research and theory on how American children, who come from homes where languages other than English are spoken, learn to read and to write in school to reveal aspects of locally-responsive planning and adaptations that should be central to any teacher education program that hopes to serve its unique, local population base responsibly.
Mercado sensitively draws together the technical and emotional dimensions of learning to teach, acknowledging that critical theory can bring up deep, often uncomfortable feelings of anger, guilt, resentment, and other responses to unfair conditions. However, since schools are designed as places of opportunity, facing these responses is essential at a time with the feelings of antagonism that characterize the present-day world and its conflictual social groups. Mercado offers the opportunity to address these facets of educational process in compelling, informed ways.
Author: Carmen I. Mercado
Commentator: Abdin Noboa-Rios
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