CoChat
Sign Up
Cited by 1,009Critical and Liberation PedagogyCritical Race Theory in EducationTeacher Education and Leadership Studies

The DOI matches its Crossref record; 52 of the 52 references it cites were found in a registry or an index.

Beyond the Methods Fetish: Toward a Humanizing Pedagogy

Bartolomé, Lilia·1994·Harvard Educational Review
DOI 10.17763/haer.64.2.58q5m5744t325730
Open this paper in CoChat — free account

Abstract

In this article, Lilia Bartolomé argues that the current focus on finding the right "methods" to improve the academic achievement of students who have historically been oppressed hides the less visible but more important reasons for their performance: the asymmetrical power relations of society that are reproduced in the schools, and the deficit view of minority students that school personnel uncritically, and often unknowingly, hold. Bartolomé argues instead for a humanizing pedagogy that respects and uses the reality, history, and perspectives of students as an integral part of educational practice. Discussing two approaches in particular that show promise when implemented within a humanizing pedagogical framework — culturally responsive education and strategic teaching — Bartolomé emphasizes the need for teachers' evolving political awareness of their relationship with students as knowers and active participants in their own learning.

Overview

Integrity signals

Registry

Crossref · 10.17763/haer.64.2.58q5m5744t325730

Cites

52 of 52 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 52 references

Research works printed but not linked: 4

  1. Avelar La Salle, R. (1991). The effect of metacognitive instruction on the transfer of expository comprehension skills: The interlingual and cross-lingual cases. Unpublished doctoral dissertation, Stanford University.
  2. Bloom, G. M. (1991). The effects of speech style and skin color on bilingual teaching candidates' and bilingual teachers' attitudes toward Mexican American pupils. Unpublished doctoral dissertation, Stanford University.
  3. Flores, B. M. (1993, April). Interrogating the genesis of the deficit view of Latino children in the educational literature during the 20th century. Paper presented at the American Educational Research Association Conference, Atlanta.
  4. McLeod, B. (Ed.). (in press). Cultural diversity and second language learning. Albany: State University of New York Press.

Cited by

Sorted by citations

Items 701–800 of 1,001

Related

See all

Metadata

Authors
Bartolomé, L.
Affiliations
Harvard University (US)
Corresponding author
Bartolomé, Lilia
Venue
Harvard Educational Review
Publisher
Harvard Education Publishing Group
Published
1994-07-01
Volume
64
Issue
2
Pages
173-195
ISSN
  • 0017-8055 (ISSN-L)
  • 1943-5045
DOI
10.17763/haer.64.2.58q5m5744t325730
OpenAlex
W2160852640
Cited by
1,009
References
52
Citations by year
2026: 31 · 2025: 37 · 2024: 50 · 2023: 50 · 2022: 61 · 2021: 60 · 2020: 69 · 2019: 76 · 2018: 40 · 2017: 47 · 2016: 37 · 2015: 41 · 2014: 39 · 2013: 50 · 2012: 34
FWCI
79.93
Type
journal article
Language
en
Open access
closed
Locations
Harvard Educational Review (publishedVersion)
Topics
  • Social Sciences › Education › Critical and Liberation Pedagogy
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
humanizing pedagogy, culturally responsive education, strategic teaching, power relations in schools, student agency, marginalized students, academic performance, critical pedagogy

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review