Re-connective Internationalism for Serving Latino Youth

By James C. Jupp and Marisela Morín

This presentation articulates how the International Baccalaureate Middle Years international component re-connects Latino youth with their home cultures. This presentation highlights practical narratives (Clandinin & Connelly, 1988; Clandinin & Connelly, 2000; Cole & Knowles, 1999) of culturally relevant (Gay, 2000; Ladson Billings, 1994; Ladson Billings, 1995; Nieto, 1999) practice using the MYP’s focus on international and intercultural education with particular reference to serving inner-city Latino youth in Austin, Texas. Highlighting narratives of culturally relevant practice from languages A&B, this presentation articulates how MYP, through local practitioner adaptation, can serve as framework of wise practices (Davis, 1997) for Latino youth at Martin MS in Austin, Texas.

Drawing on the practical tradition that combines inquiry and practice, thinking and doing, acting and reflecting (Dewey, 1990 [1902]; Dewey, 1997 [1938]; Schwab, 1978a, Schwab, 1978b; Schwab, 1978c; Schwab, 1983; Reid, 1984; Reid, 1999; Reid, 2000), these narratives of culturally relevant practice provide a unique contribution to literatures on MYP: They describe, in particular detail, how MYP’s international component is used to engage Latino youth in ways that reconnect students with their parent Latino cultures. Too often the case in public school settings, Latino students undergo a “subtractive” experience at school (Valenzuela, 1999; Valenzuela, 2000) in which their cultural resources, including language and background, are overlooked in school settings. This presentation shows how an international framework re-engages Latino youth in Spanish language learning and Latino traditions.