Department of Teaching, Learning and Teacher Education


Date of this Version



Published in Journal of Latinos and Education 10:3 (2011), pp. 186–203; doi: 10.1080/15348431.2011.581102


Copyright © 2011 Taylor & Francis Group, LLC. Used by permission.


This study draws from data collected through phenomenological interviews with a group of urban teachers identified as “exemplary” by Latino students, parents, and community members. The authors critically examine the participants’ biographies and document factors they cited as most germane and influential to informing their practice with Latino students. The article concludes with a discussion of barrio-based epistemologies and ontologies, or ways of being and knowing that are informed by extended immersion in and connection to Latino cultural and linguistic communities, particularly as they are developed explicitly and leveraged to improve educational experiences and outcomes for Latino youth.