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“Keep It 100”: A Handbook Promoting Equitable Outcomes for Black University Students Through Mentorship
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| 2 |
RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory
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In: Applied Linguistics Faculty Publications and Presentations (2022)
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Call Her Beloved: A Lexicon for Abjection in Toni Morrison’s The Bluest Eye and Beloved
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In: Literature; Volume 2; Issue 2; Pages: 47-61 (2022)
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Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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Ein Strohmann wird lebendig: Rezension zu "Toward a Critical Theory of Nature. Capital, Ecology, and Dialectics" von Carl Cassegård
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In: Soziopolis: Gesellschaft beobachten (2022)
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| 7 |
“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
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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
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Keyword:
bilingual education; Critical Race Theory (CRT); dual language programs; Family literacy; Pedagogies of the Home; Raciolinguistics; Two-Way-Immersion (TWI)
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URL: http://hdl.handle.net/2142/108314
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| 8 |
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 9 |
Counterstories of Honors Students of Color
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In: Honors in Practice -- Online Archive (2022)
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| 10 |
Russia-My History: The Amazing Transformations of a History Exhibit in Post-Crimean Russia
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In: Doctoral Dissertations (2022)
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| 11 |
As Written: Literary Configurations of Musical Ineffability in the Nineteenth and Twentieth Centuries
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| 12 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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| 13 |
Color-blind Racial Attitudes in Nursing Students and Faculty
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| 15 |
Argumentation, Ideology and Discourse in Evolving Specialized Communication ...
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| 16 |
Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation
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Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 17 |
Bernal de Bonaval, fremosas, a deus grad’, é tan bon dia comigo (B1135/V726)
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| 18 |
Ritrovati due esemplari della prima edizione della Nova dilucidatio di Kant (1755) che si riteneva perduta
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In: Lexicon Philosophicum: International Journal for the History of Texts and Ideas; Nr. 8 (2020): Lexicon Philosophicum ; Lexicon Philosophicum: International Journal for the History of Texts and Ideas; No. 8 (2020): Lexicon Philosophicum ; Lexicon Philosophicum: International Journal for the History of Texts and Ideas; Núm. 8 (2020): Lexicon Philosophicum ; Lexicon Philosophicum: International Journal for the History of Texts and Ideas; N. 8 (2020): Lexicon Philosophicum ; 2283-7833 (2021)
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| 19 |
RACIAL MINORITY LEARNERS: AN EXPLORATION OF PERCEPTIONS AMONG EDUCATORS OF COLOR
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| 20 |
Negotiating the Limits of Teacher Agency: Constructed Constraints vs. Capacity to Act in Preservice Teachers’ Descriptions of Teaching Emergent Bilingual Learners
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In: ETSU Faculty Works (2021)
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