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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 Page: 1 2 3 4 5...10 Hits 1 – 20 of 186 1 “Keep It 100”: A Handbook Promoting Equitable Outcomes for Black University Students Through Mentorship Adebo, Michael. - 2022 BASE Show details 2 RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS McMillion, Laquita In: Dissertations (2022) BASE Show details 3 Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory Jacobs, Gloria E.; Castek, Jill; Harris, Kathy... In: Applied Linguistics Faculty Publications and Presentations (2022) BASE Show details 4 Call Her Beloved: A Lexicon for Abjection in Toni Morrison’s The Bluest Eye and Beloved S. Satish Kumar In: Literature; Volume 2; Issue 2; Pages: 47-61 (2022) BASE Show details 5 “We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices Presiado, Vivian Elizabeth. - 2022 Abstract: This dissertation documented and explored the ways in which marginalized families participating in a Two-Way-Immersion (TWI) program enacted their language and literacy practices in home and community contexts. In this study I problematize how schooling, even via “additive” programs such as TWI, are no exception to the demand and deficit views placed on marginalized families (Avineri, Johnson, Brice-Heath, McCarty, Ochs, Kremer-Sadlik, Blum, Zentella, Rosa, Flores, & Alim, 2015; Flores & García, 2017; Chaparro, 2019). I used three main frameworks to reveal how schooling practices are dominant in home and community contexts yet do not prevent families’ unique practices from manifesting. By investigating the phenomenon from three frameworks: family literacy (Taylor, 1983; Compton-Lilly, 2003; Zentella, 2005), pedagogies of the home (Bernal, 2002; Moll, 1992; Yosso, 2005; Smith & Murillo, 2013), and Critical Race Theory (CRT) (Ladson-Billings, 2000; Anzaldúa, 2012; Flores & Rosa, 2015). More specifically, these frameworks were used to explore how families engaged in language and literacy events in order to highlight knowledges that go unrecognized in schooling. This ethnographic case study took place in the homes and communities of three families who lived in a mid-sized, Midwestern community, near a large public university. Data was collected over two years and included a variety of data sources: audio and video recordings, semi-formal interviews, field notes, and artifacts. Data was analyzed using open coding with a critical lens. Findings showed that reflections of working-class families from various backgrounds demonstrated the dominance of schooling practices over home literacy practices, separation of languages, and raciolinguistic socialization via “languagelessness” (Chaparro, 2019; Rosa, 2019). Findings also demonstrated that families’ language and literacy practices included a range of cultural values, feelings, attitudes, and relationships that shaped and gave meaning to literacy activities in ways that were organically sustained and surpassed schooling practices (Barton & Hamilton, 2012). Data also showed how children are not only shaped by practices but are also shaping language and literacy practices and choices made in their environments among children and adults, demonstrating their roles as pedagogues, despite being monitored by formal schooling practices. Implications for bilingual education and teacher preparation programs are shared to problematize existing ideologies of culturally and linguistically diverse students in order to propose new directions for school practices and policymaking. This is done in an effort to bridge pedagogy and critical consciousness to include larger political and economic factors that lie at the root of the marginalization of language and literacy practices of racialized students and families (Flores, 2019). ; Limited ; Author requested closed access (OA after 2yrs) in Vireo ETD system Keyword: bilingual education; Critical Race Theory (CRT); dual language programs; Family literacy; Pedagogies of the Home; Raciolinguistics; Two-Way-Immersion (TWI) URL: http://hdl.handle.net/2142/108314 BASE Hide details 6 Counterstories of Honors Students of Color Gutiérrez, Michael Carlos In: Honors in Practice -- Online Archive (2022) BASE Show details 7 Defending K-12 Education Against the New Racism Barnhizer, David In: Law Faculty Books (2021) BASE Show details 8 Color-blind Racial Attitudes in Nursing Students and Faculty Bathke, Tammy Stephanie. - : eScholarship, University of California, 2021 BASE Show details 9 RACIAL MINORITY LEARNERS: AN EXPLORATION OF PERCEPTIONS AMONG EDUCATORS OF COLOR Atkinson, LaKela C. - : East Carolina University, 2021 BASE Show details 10 Operationalizing Critical Race Theory in the Marketplace Poole, Sonja Martin; Grier, Sonya A.; Thomas, Kevin D.... In: College of Communication Faculty Research and Publications (2021) BASE Show details 11 Towards a Culturally Sustaining Pedagogy: Learning from Black Teachers in Rural South Georgia Wood, Leslee In: Electronic Theses and Dissertations (2021) BASE Show details 12 French Muslim Youth’s Perception of their Cultural Identity in a Post-Charlie Hebdo Reality in the 19th Arrondissement. Bernard, Gaelle Flora In: FIU Electronic Theses and Dissertations (2021) BASE Show details 13 An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students Quarells, Taheesha In: Dissertations (2021) BASE Show details 14 Divergent Values: A Family Critical Race Theory Analysis of Families of Color and Their Perceptions of Teachers and Teaching as a Profession Marrun, Norma A.; Rodriguez-Campo, Marcela; Plachowski, Tara J.... In: Taboo: The Journal of Culture and Education (2021) BASE Show details 15 "I Know You're Family": An Exploration of the Enduring Relevance of a Pre-College Summer Bridge Program for Underrepresented Minoritized Students Slater, Kathryn In: Doctoral Dissertations (2021) BASE Show details 16 Disconnected youth: the journey to educational re-engagement: the alternative education experiences of Black, Indigenous, People of Color (BIPOC) youth Brown, LaToya L. In: Theses and Dissertations (2021) BASE Show details 17 Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations Napreyeva, Rebecca C In: Masters Theses (2021) BASE Show details 18 "Playing the Game": A Case Study of Latinx Leaders in an Agricultural Youth Organization Barajas, Graciela In: Theses and Dissertations--Community & Leadership Development (2021) BASE Show details 19 Mi Casa Es Su Casa: A Critical Co-constructed Autoethnography of the Evolution from Assimilation to Acculturation of a Mexican Migrant Farmworker turned Professional Gonzalez, Javier. - 2021 BASE Show details 20 Exploring the Experiences and Retention Decisions of African-American Male College Students Smith, Monica Williams. - 2021 BASE Show details Page: 1 2 3 4 5...10

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