ABSTRACT
This chapter presents the findings on the forms of social practice that appeared to foster the development of critical student agency in the classroom of Daisy Contreras and her students. It deals with brief descriptions of Daisy, several of her students, and the physical and pedagogical environment. The physical site where the Spanish literacy classes are held has undergone a transformation during the winter break. Analysis of the data from the literacy activities collected in Daisy's classroom revealed that a "counter-hegemonic pedagogy" was the prevailing form of social practice that slowly became dominant in this classroom. Daisy's act of having a student come up with the initial "seed sentence" in the first place was also an act of student subjectification. Walking into Daisy's classroom and looking at what is on the chalkboard and walls, it is difficult to notice, at first, a significant difference between her and Guillermo's classrooms.
