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University Instructors' Perceptions about the Prominence of Culturally Responsive Teaching Pedagogy ...
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University Instructors' Perceptions about the Prominence of Culturally Responsive Teaching Pedagogy ...
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Culturally Sustaining Pedagogy into Practice: Elementary School Teachers’ Implementation of CSP in Their Classrooms
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Pre-Service Teachers' Conceptions of Culturally and Linguistically Responsive Practices for English Learners ...
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: University of Virginia, 2021
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SOCIAL JUSTICE WARRIORS: COACHING TEACHERS TO ENACT CULTURALLY RESPONSIVE PEDAGOGY
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Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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Developing as Culturally Responsive Mathematics Teacher Educators: Reviewing and Framing Perspectives in the Research
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In: Education Faculty Publications (2021)
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Use of Culturally Responsive Pedagogy in Supporting International Students: A Canadian Experience with an Online Reading-Writing Program
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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American Indian Culture and Secondary Science Curricula: Examining the Confluence of Native Epistemologies and U.S. Public Education Science Standards
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In: Theses and Dissertations (2021)
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Neutral Doesn’t Work: The Importance of Educators’ Active Engagement in Creating Racially Inclusive Spaces for Students of Color at Predominantly-White Independent Schools
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CULTURALLY RELEVANT PEDAGOGY AND FIRST-GENERATION LATINX STUDENT SENSE OF BELONGING
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In: Dissertations (2020)
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Aweng, Timek, Garaw (Sound, Voice, Movement): Culturally Responsive and Mother-Tongue Based Music Education in the Ilocos Region of the Philippines ...
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Aweng, Timek, Garaw (Sound, Voice, Movement): Culturally Responsive and Mother-Tongue Based Music Education in the Ilocos Region of the Philippines ...
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What to do with Black English in a Mainstream English Curriculum?
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In: Georgia Educational Research Association Conference (2020)
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Culturally Responsible Research in the 21st Century: Toward the Common Good
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In: Georgia Educational Research Association Conference (2020)
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Becoming a Mexican American in the U.S. South: Autobiographical Narrative of Liberation
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In: Electronic Theses and Dissertations (2020)
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Abstract:
This dissertation is an autobiographical exploration of my childhood experience in Méjico, my experience of involuntary immigration, and my life in the United States. I am Claudia Martinez, partially Mexican and partially American. I am neither. I am a new mezcla who is known as a mestiza (Anzaldúa, 1987). Theoretically, I draw upon a wide array of literature on the experience of immigrants such as issues of language (e.g., Igoa, 1995; Soto, 1997; Valdez, 1996, 2001), culture (e.g., Au, 2014; Soto, 1997; Phillion, He & Connelly, 2005), power (e.g., Freire, 1970/1992; He, Phillion, Chan, & Xu, 2008; Soto,1997), and identity (e.g., Anzaldúa, 1987, 1990; Gonzales, 2016; He, 2003, 2010). Methodologically I draw upon autobiographical writings of people of color (e.g., Anzaldúa, 1990; He, 2003, 2010; Anzaldúa & Keating, 2009; Moraga & Anzaldúa, 1983). I incorporate Spanish words into writing to capture the mestiza quality of my life. I italicize Spanish words and incorporate artwork, personal paintings, and poems throughout my dissertation. I use artwork, a powerful mode of expression, to convey feelings and thoughts that are hard to express with words. I collect daily talks and conversations with my family members, relatives, and any others who contribute to my life in Méjico and the United States to verify the accuracy of my rememoring (Morrison, 1987/2004). I integrate my reflections and historical narratives throughout my dissertation to provide contexts for and theorize my stories. Six meanings have emerged from my dissertation inquiry: (1) Re-memoring (Morrison, 1987/2004) takes pain and emotion but it catharizes and liberates from all forms of oppression. (2) The “New Mestiza” empowers myself, other Mexican American students and educators to raise critical consciousness about who we were, how we become who we are, and how we position ourselves in the changing and contested multicultural, multilingual, and multiracial world (Anzaldúa, 1987, 1990; Anzaldúa & Keating, 2009; Moraga & Anzaldúa, 1983). (3) Struggles of Mexican American immigrant families are part of their children’s life at home, in the community, and at school. (4) English-only policies deprive ELLs’ rights to maintain their cultural and linguistic heritages (Valdés, 2001; Murillo et al., 2010), deculturize students (Spring, 2016), subtract their schooling (Valenzuela; 2016), and eliminate their existence (Anzaldúa, 1987). (5) Incorporating poems, paintings (Bagley & Castro-Salazar, 2012), historical narratives and analysis helps articulate the struggles of Mexican Americans/Latinx which, helps develop cultural empathy towards immigrants. (6) Valuing the struggles of Mexican Americans/Latinx families and valuing their children’s funds of knowledge (González, Moll, & Amanti, 2005) help cultivate culturally inspiring learning environments (Valenzuela; 2016; He, Schultz, & Schubert, 2015) where teachers, parents, administrators and policy makers work together to develop culturally responsive, relevant, and sustaining pedagogies (Gay, 2000/2018; Ladson-Billings, 1994/2009: Paris & Alim, 2017) where all students have equal opportunities to reach their highest potential (Siddle-Walker, 1996). INDEX WORDS: Autobiographical narrative, Arts-based research, Paintings, Poetry, Immigrants, Bilingualism, Oppression, Multiculturalism, Critical pedagogy, Culturally responsive and Sustaining pedagogy, Identity, Language, Culture, and Power
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Keyword:
and Multicultural Education; and Power; Art Education; Arts-based Research; Autobiographical narrative; Bilingual; Bilingualism; Critical pedagogy; culturally responsive and Sustaining pedagogy; Culture; Early Childhood Education; Identity; Immigrants; Language; Multiculturalism; Multilingual; Oppression; Paintings; Poetry
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URL: https://digitalcommons.georgiasouthern.edu/etd/2199 https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=3362&context=etd
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Shaking my practice : navigating curriculum, aesthetic and social curiosity.
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Who Is Welcome Here? A Culturally Responsive Content Analysis of Makerspace Websites
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In: Journal of Pre-College Engineering Education Research (J-PEER) (2020)
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Building Leadership Capacity for the Effective Implementation of a Professional Development Tool in K-12 School in a Region in Arctic Canada
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In: The Organizational Improvement Plan at Western University (2020)
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