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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 Punk pedagogy: Teaching to confront intersecting discourses of domination Jagusch, David In: Master's Theses and Doctoral Dissertations (2021) BASE Show details 2 Spaces and Societal Interactions: Foundations of the Critical Disabled Cultural Lens of a Child of Disabled Adults Altstadt, Amelia-Marie In: Educational Administration: Theses, Dissertations, and Student Research (2021) BASE Show details 3 Making Chó bò*: Troubling Việt speak : Collaborating, translating, and archiving with family in Australian contemporary art. Nguyen, Hong An James, Art & Design, Faculty of Art & Design, UNSW. - : University of New South Wales. Art & Design, 2020 BASE Show details 4 Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning Kim, Taeyeon; Reichmuth, Heather L. In: Faculty Publications in Educational Administration (2020) BASE Show details 5 We Carve the River by Propelling: An Intergenerational Narrative on the Influence of Texas Bilingual Policy on the Lives and Practices of Three Mexican-American Educators Hernandez, Juan Jacinto. - 2019 BASE Show details 6 AN EXAMINED LIFE OF A LANGUAGE TEACHER OF CHINESE: AN AUTOETHNOGRAPHIC INVESTIGATION INTO AGENCY Zhang, Ying In: Doctoral Dissertations (2019) BASE Show details 7 I, Too, Am a Woman: an Emancipatory Text on the Intersections of Race, Gender, and Sexuality Allen, Michelle M In: Electronic Theses and Dissertations (2018) BASE Show details 8 Intersecting Stories: Cultural Reflexivity, Digital Storytelling, and Personal Narratives in Language Teacher Education Dell-Jones, Julie Vivienne. - : Digital Commons @ University of South Florida, 2018 In: Graduate Theses and Dissertations (2018) BASE Show details 9 What is gained and at what cost? A critical co-constructed autoethnographic study examining national identity from a transnational perspective. McCutcheon, Stephanie In: Institute for Student Learning Assessment (2016) BASE Show details 10 (Im)possible Identity: Autoethnographic (re)Presentations Moon, Seungho; Strople, Chris In: Education: School of Education Faculty Publications and Other Works (2016) BASE Show details 11 The Journey from Welcoming to Belonging: Stories of a New Principal in a Latino Community Marasco, Corena In: Journal of Catholic Education (2016) Abstract: From Catholic education’s inception in the United States, Catholic schools were established for the immigrant population and the leadership was successful at building enrollment with the high European immigrant populations. At this point in United States history, Catholic education is in need of innovative change, especially in regard to attracting the Latino community, the largest Catholic group, to Catholic schools. In this study, I detailed my own journey as a new, first time, first year, Catholic school principal in a 100% Latino environment, where I was welcomed by a Latino community, eventually leading me to a deep sense of belonging. This study emerges from my autoethnographic documentation of my experience, through the use of my blog and archival field notes, as well as three interviews with archdiocesan leaders. Each of these sources provided data that provided overarching thematic patterns that led to my conclusions of the study. Through the weaving of the past and present of my leadership journey, in combination with the cultural experience of the people that surrounded me during this study, culminated into a worthy story of the process of my emerging leadership in a Catholic school. El camino de ser la bienvenida a la pertenencia: historias de una directora nueva en una comunidad latina Desde el inicio de la educación católica en los Estados Unidos, se establecieron escuelas católicas para la población inmigrante y su liderazgo tuvo éxito al alimentar la inscripción con las numerosas poblaciones inmigrantes europeas. En este punto de la historia de los Estados Unidos, la educación católica necesita de un cambio innovador, especialmente en cuanto a la atracción de la comunidad latina, el mayor grupo católico, hacia las escuelas católicas. En el presente estudio, detallo mi propio camino como director novato en mi primer año, en una escuela católica, en un ambiente 100% latino, en el que la comunidad latina me dio la bienvenida y me guió en lo que sería un profundo sentimiento de pertenencia. Este estudio emerge de mi documentación etnográfica sobre mis experiencias, a través del uso de mi blog y mis notas de campo, así como de tres entrevistas con líderes del arzobispado. Cada una de estas fuentes me proveyó de información que abarcaba patrones temáticos que me llevaron a las conclusiones de este estudio. A través del trenzado del pasado y el presente de mi camino en el liderazgo, en combinación con la experiencia cultural de la gente que me rodeó durante este estudio, culminó la historia del proceso de mi liderazgo emergente en una escuela católica. Le chemin parcouru de l'accueil à l'appartenance : histoires d'un nouveau principal dans une communauté latino Dès le début de l'enseignement catholique aux États-Unis, les écoles catholiques ont été établies pour les populations d'immigrés et les responsables ont réussi à inciter les populations d'immigrés en grande partie européens à y inscrire leurs enfants. À ce moment de l'histoire des États-Unis, l'enseignement catholique a besoin d'un changement innovant, notamment pour ce qui est d'attirer la communauté latino-américaine, le plus grand groupe catholique, vers les écoles catholiques. Dans cette étude, je décris mon propre parcours quand je suis devenue[ML1] le nouveau principal pour la première fois, la première année, dans un environnement 100 % latino, où j'ai été accueillie par une communauté latino, envers laquelle j'ai éprouvé en fin de compte un profond sentiment d'appartenance. Cette étude a été réalisée à partir de documents ethnographiques sur mon expérience, à l'aide de mon blog et de notes d'archives, ainsi que de trois entretiens avec des responsables diocésains. Chacune de ces sources a fourni les tendances thématiques qui ont amené les conclusions de mon étude. Le présent et le passé entrecroisés de mon parcours de responsable, combinés avec l'expérience culturelle des personnes qui m'ont entourée au cours de cette étude, ont abouti à un récit intéressant du processus suivi pour devenir un responsable dans une école catholique. Keyword: and Multicultural Education; autoethnography; Bilingual; community; Educational Leadership; identity; Latino students; leadership; Multilingual; Other Education; principals URL: https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1960&context=ce https://digitalcommons.lmu.edu/ce/vol19/iss2/10 BASE Hide details 12 Of All Days: Critical Pedagogy Outside the Classroom Tillmann, Lisa M., Ph.D. In: Faculty Publications (2016) BASE Show details 13 Autoethnography and Teacher Education: Snapshot Stories of Cultural Encounter Legge, Maureen F In: Australian Journal of Teacher Education (2014) BASE Show details

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