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“¿Y ahora quién podrá defendernos?”: Exploring the Application of Ally Theory in Community Interpreting in Aotearoa From a Latin American Service-User Perspective
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| 2 |
Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country
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In: L2 Journal, vol 14, iss 3 (2022)
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OER in University Language Courses
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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Care Ethics, Bruno Latour, and the Anthropocene
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In: Philosophy Faculty Publications and Presentations (2022)
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“Our Brokenness Kind of Connects Us”: Exploring Social Justice Topics Through Read-Alouds in a Ninth-Grade Classroom
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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 7 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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Abstract:
In social justice education, socio-political consciousness (SPC) is an understanding of the socio-political and economic factors that influence the lives of students, their families, and their communities (Murray & Milner, 2015). SPC enables teachers to be critical consumers of the curriculum taught in schools and to be active producers of curricula that challenge deficit-orientations of diverse and historically marginalized students that may be manifested in curricular policies, materials, and practices. This session discusses the use of oral history research to support teachers SPC in an online professional development program designed to enhance the cultural responsiveness of teachers of urban learners. Oral history supports the development of SPC in teachers by providing them with opportunities to hone research skills, engage in critical analysis, and increase their historical and current knowledge about the schools and communities they are assigned to teach in. Due to covid-19 restrictions, oral history interviews with individuals pre-selected by the PD facilitators were not possible. Instead, teachers chose their own oral history participants and conducted the interviews online. Teachers’ abilities to critically analyze the interviews suggests that their self-selection of interview participants provided opportunities to engage in critical analysis and reflection that may not have been possible with interview participants chosen by the facilitators. A main takeaway from this project is the importance of trusting learners and the learning process in social justice education.
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Keyword:
and Multicultural Education; Bilingual; critical consciousness; Curriculum and Instruction; Education; Educational Methods; Information Literacy; Library and Information Science; Multilingual; oral histories; social justice education; teacher education; urban education
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URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/17
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| 13 |
Social Inclusion and Multilingualism: Linguistic Justice and Language Policy
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In: Social Inclusion ; 9 ; 1 ; 1-4 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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| 14 |
Two Linguas Francas? Social Inclusion through English and Esperanto
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In: Social Inclusion ; 9 ; 1 ; 75-84 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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| 15 |
Investigating the use of literary texts in a pedagogy to teach intercultural communicative competence in an EFL Master’s course in Algeria
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| 16 |
Transformative Vocabulary: Fusing Vocabulary Instruction with Citizenship Education
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In: Certificate of Advanced Studies (CAS) in Literacy (2022)
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| 17 |
A Critical Analysis of the Media Representations of Venezuelan Immigrants, Refugees, and Asylum-Seekers (Venezuelan IRAS) in Peru
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In: Major Papers (2022)
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| 18 |
Justice for All: Social Justice Curriculum for the Young Adult Centered English Classroom
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In: Honors Theses, University of Nebraska-Lincoln (2022)
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| 19 |
Alt-Education: Gender, language, and education across the right
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In: Doctoral Dissertations (2022)
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| 20 |
Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
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In: Outcomes and Impact Quarterly (2022)
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