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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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| 3 |
Book review -The struggles of identity, education, and agency in the lives of undocumented students: The burden of hyperdocumentation
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In: Journal of Critical Scholarship on Higher Education and Student Affairs (2021)
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| 4 |
Towards a Culturally Sustaining Pedagogy: Learning from Black Teachers in Rural South Georgia
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In: Electronic Theses and Dissertations (2021)
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| 5 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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| 6 |
For the Culture: The Importance of a Critical Social Theory within the Music Education Classroom
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In: Senior Honors Theses (2019)
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| 7 |
Dilemma and Knowledge - Book Review of Re-Imagining Utopias: Theory and Method for Educational Research in Post-Socialist Contexts
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In: Comparative and International Education / Éducation Comparée et Internationale (2019)
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| 8 |
From Margins to Center: Developing Cultural Citizenship Education Through the Teaching of Asian American History
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In: Education Publications (2018)
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| 9 |
"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education
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In: Journal of Critical Thought and Praxis (2018)
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| 10 |
A Case Study of Black Students' Education and Socialization Since Public School Closure in Prince Edward County Virginia
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In: Doctoral Dissertations and Projects (2017)
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| 11 |
Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology
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In: Doctoral Dissertations (2017)
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Abstract:
How can language be re-conceptualized as a tool and resource in contested pedagogies? Vygotsky theory of the mind (1978, 1986, 1998) and Engeström Activity Theory (1987, 1992) document how learning and development are situated within sociocultural contexts (Scribner & Cole, 1981; Tharp & Gillmore, 1988). Vygotsky theory of the mind (1978) central tenet is “understanding everyday activities and of cognitive processes” (Mondada & Pekarek Doehler, 2004: 467), or the process of appropriation itself, as it happens in everyday practices without isolating it from social context or human agency. Even though the goal of activity theory claims to be multi- voiced formation research that analyzes the role of mediation or the context of production, however when creating a curriculum or instructional design are rare. Given that as adults, ideology has become a mental tool and a resource via participating in discursive practices, thus regulating our behavior and materializing in the activities of the educator’s instructional design. In other words, the activities and pedagogical decisions the instructor makes, not only transmit ideas of the designer, but also that of the collective. The purpose of this dissertation is to define how critical language theories during a professional development program can sustain and support “awareness of and insight into what one’s cultural locations” and how its meaning from such awareness may have an effect on “what one does, how one thinks or perceives, and the actions one chooses as a teacher” (Genor and Goodwin, 2005) of linguistically diverse students. The goal is to define and implement a theoretical construct of decolonizing theory as it pertains to the current issues of heritage language teachers who teach culturally and linguistically diverse students in mainstream classrooms, and the implications for teacher education programs in the absence of linguistic diversity under the oppressive English- Only mandate.
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Keyword:
activity theory; Adult and Continuing Education; and Multicultural Education; Bilingual; bilingualism; critical language awareness; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods; heritage language education; Language and Literacy Education; Latina; Multilingual; Other Teacher Education and Professional Development; socio-cognition; Teacher Education and Professional Development
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URL: https://scholarworks.umass.edu/dissertations_2/1078
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2183&context=dissertations_2
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| 12 |
A Correlational Study of Teacher Demographics and Racial Color-Blindness
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In: Doctoral Dissertations and Projects (2016)
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| 13 |
Nice White men or social justice allies?: Using critical race theory to examine how White male faculty and administrators engage in ally work
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In: Faculty Publications in Educational Administration (2015)
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| 14 |
Healing Our Race-Linked Wounds
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In: Carroy U "Cuf" Ferguson, Ph.D. (2015)
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| 15 |
Reading Queerly in the High School Classroom: Exploring a Gay and Lesbian Literature Course
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In: Doctoral Dissertations (2015)
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| 16 |
Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South
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In: Curriculum Studies Summer Collaborative (2014)
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| 17 |
Media Literacy and the English as a Second Language Curriculum: A Curricular Critique and Dreams for the Future
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In: Electronic Thesis and Dissertation Repository (2014)
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| 18 |
Our Stories: Inuit Teachers Create Counter Narratives and Disrupt the Status Quo
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In: Electronic Thesis and Dissertation Repository (2014)
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| 20 |
The Voices of Reason: Counterstories of the Urbanization of a Suburban Black School in Georgia
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In: Electronic Theses and Dissertations (2013)
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