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Hits 21 – 40 of 626

21	The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
	Adam, Helen; Hays, Anne-Maree; Urquhart, Yvonne
	In: Australian Journal of Teacher Education (2021)
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22	Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand
	Feinauer Whiting, Erin; Feinauer, Erika
	In: Australian Journal of Teacher Education (2021)
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23	EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language
	Fuchs, Stephanie; Katzir, Tami; Kahn-Horwitz, Janina
	In: Australian Journal of Teacher Education (2021)
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24	Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
	Maher, Eryn M.; Keazer, Lindsay M.
	In: Networks: An Online Journal for Teacher Research (2021)
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25	Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
	Center for Equity for English Learners
	In: Annotated Bibliographies (2021)
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26	As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
	Burgess, Melissa M; Cantillon, Julie C; Ramers, Lauren H...
	In: Journal of Catholic Education (2021)
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27	Manteniendo la Chispa: Testimonios of Latina Veteran Urban Teachers
	Valencia, Monica K.
	In: LMU/LLS Theses and Dissertations (2021)
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28	No. 9, September 2021: Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers
	López, M.S.Ed., Grecya V.; Ee, Ph.D., Jongyeon; Armas, Ed.D., Elvira G....
	In: Education and Policy Briefs (2021)
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29	Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era
	Wu, Ming-Hsuan; Opstad, Sonna L
	In: Journal of Multilingual Education Research (2021)
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30	“They Make Me Who I Am Today”: A Science Teacher’s Narrated Positioning, Agency, and Mediated Pedagogy with Multilingual Students
	Wang, Min
	In: Journal of Multilingual Education Research (2021)
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31	Investigating the Enactment of Core Teaching Practices for Multilingual Learners Across Teaching Contexts: A Case Study
	Dubetz, Nancy; Collett, Jennifer
	In: Journal of Multilingual Education Research (2021)
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32	Critical Awareness for Literacy Teachers and Educators in Troubling Times
	Warrican, S. Joel; Smith, Patriann
	In: Literacy Practice and Research (2021)
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33	Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education
	Aronson, Brittany A; Enright, Esther A.; Amatullah, Tasneem
	In: Excelsior: Leadership in Teaching and Learning (2021)
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34	Cariño Pedagogy: A Framework of Corazón
	Gutiérrez, Gabriel; Pearson, Ferial; Rodriguez-Arroyo, Sandra
	In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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35	Advances in Global Education and Research: Volume 4
	James, Waynne B.; Cobanoglu, Cihan; Cavusoglu, Muhittin
	In: University of South Florida M3 Center Publishing (2021)
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36	Developing as Culturally Responsive Mathematics Teacher Educators: Reviewing and Framing Perspectives in the Research
	Keazer, Lindsay M.; Nolan, Kathleen
	In: Education Faculty Publications (2021)
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37	LIVING AS AN IMPOSTOR: AN EXPLORATION OF THE LIVED EXPERIENCES AMONG MULTIRACIAL YOUTH IN SECONDARY AGRICULTURAL EDUCATION
	Markham, Juliana Danielle
	In: Theses and Dissertations--Community & Leadership Development (2021)
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38	Confronting the Past, Challenging the Future: Linguistic Hegemony, Capitalism, and Neoliberalism in TESOL
	Bock Thiessen, Crystal
	In: The Nebraska Educator: A Student-Led Journal (2021)
	Abstract: Western capitalistic values that have given shape to contemporary neoliberal ideologies have, for too long now, greatly influenced the field of teaching English to speakers of other languages (TESOL) as a whole, essentially working to continue cycles of injustice and inequality throughout the field despite well-meaning intentions to the contrary. Dominant language ideologies and linguistic hegemony have greatly shaped both socialized and institutional discourse in English and have worked together to help commodify the idea of upward mobility and success for anyone and everyone who “buys-in” to learning English, reflecting neoliberal selling points that are often taken for granted as natural realities. This has resulted in a pervasive maintenance of global social hierarchies despite the fact that the field regularly promotes and markets egalitarian efforts. This critical essay draws upon contemporary research and realities within the field of TESOL to examine the current gap that exists between where the field says it is versus the neoliberal inequalities it inadvertently promotes and maintains. It argues for more deliberate and critical analysis on how these ideological systems have shaped and continue to inform the field as we know it, and how it will be impossible for TESOL to truly serve in the equitable and just capacities in which it strives to place itself without more critical reflection leading to actual and meaningful change.
	Keyword: and Multicultural Education; Bilingual; Education; English language education; Multilingual; neoliberalism; social justice; Teacher Education and Professional Development; TESOL
	URL: https://digitalcommons.unl.edu/nebeducator/62 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1080&context=nebeducator
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39	Multiracial Individuals and Educational Testing
	Alexander, Karen
	In: The Nebraska Educator: A Student-Led Journal (2021)
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40	Invited Dialogue: Mapping the Intersections of Religion, Literacy, and Public Schooling for Displaced, Immigrant, and Refugee Children: A Conversation with Loukia K. Sarroub
	Turner, Jennifer D.; Sarroub, Loukia K.
	In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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