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Discovering Pride and Enthusiasm at a Dual Immersion School
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In: Carranza, Jessica Leila. (2018). Discovering Pride and Enthusiasm at a Dual Immersion School. InterActions: UCLA Journal of Education and Information Studies, 14(1). Retrieved from: http://www.escholarship.org/uc/item/3n68b8qd (2018)
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Long Term English Learners: Success for Some
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In: Casillas, Jacqueline. (2018). Long Term English Learners: Success for Some. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/1vd9p1v6 (2018)
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Mujeres Supporting: How Female Family Members Influence the Educational Success of Latino Males in Postsecondary Education
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In: Education Publications (2018)
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The Function of Luxury: Visual and Material Abundance in Minoru Yamasaki’s U.S. Consulate in Kobe and Federal Science Pavilion in Seattle (1954–62)
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In: Arts ; Volume 7 ; Issue 4 (2018)
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INDIGENISMOS LÉXICOS CON DIVERSIDAD DE SIGNIFICADOS EN EL DICCIONARIO DE AMERICANISMOS (2010): EL CASO DE LOS NAHUATLISMOS DE MESOAMÉRICA EN OTRAS REGIONES
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In: Tonos Digital; NÚMERO 34 - ENERO 2018 (2018)
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СОПОСТАВЛЕНИЕ КОНЦЕПТУАЛЬНЫХ ПОЛЕЙ «БОГАТСТВО / БЕДНОСТЬ» В КИТАЙСКОЙ И РУССКОЙ ЛИНГВОКУЛЬТУРАХ: АНАЛИЗ РЕЗУЛЬТАТОВ АССОЦИАТИВНОГО ЭКСПЕРИМЕНТА И СОЦИОЛОГИЧЕСКОГО ОПРОСА ...
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| 7 |
Recruitment and retention of Latinos in social work education: Building on students' community cultural wealth
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In: Faculty of Social Sciences - Papers (2018)
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| 8 |
Storied moments : foregrounding community cultural wealth through digital storytelling
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Abstract:
Schools have historically been sites of acculturation, highly influenced by political issues. Concepts such as “subtractive schooling,” explain that schools that de-value young immigrants’ perspectives, strip them of their social and cultural resources and make them especially prone to academic failure. Building on the scholarship and research surrounding critical race theory and applied theatre, this qualitative MFA thesis examines how community cultural wealth was foregrounded in storied moments – planned and unplanned – when digital storytelling as an applied theatre practice was used with the aim of disrupting subtractive schooling. This study took place in a sixth-grade Spanish for Spanish Speakers class over a three-week residency and explores and analyzes how concepts of vulnerability, authentic caring, and communities of practice played out in the facilitator’s attempts to foreground community cultural wealth in the classroom. Based on the data collected, this document posits that employing digital storytelling as an applied theatre practice can counter subtractive schooling by making space and time for spontaneous and storied moments. Finally, this document discusses tensions that came up during the residency and invites practitioners to consider how they might bring personal story (dichos, cuentos, and testimonios) into the language classroom to center their students’ ways of knowing and lived experiences. This study hopes to contribute to the greater systemic change needed to create schooling experiences that build on the knowledges Latinx students bring with them into the classroom. ; Theatre and Dance
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Keyword:
Applied theatre; Community cultural wealth; Critical race theory; Digital storytelling; Subtractive schooling
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URL: http://hdl.handle.net/2152/67673
https://doi.org/10.15781/T2B854287
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