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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 Hits 1 – 20 of 73 1 University Instructors' Perceptions about the Prominence of Culturally Responsive Teaching Pedagogy ... Achamrah, Mohamed. - : Zenodo, 2022 BASE Show details 2 University Instructors' Perceptions about the Prominence of Culturally Responsive Teaching Pedagogy ... Achamrah, Mohamed. - : Zenodo, 2022 BASE Show details 3 Culturally Sustaining Pedagogy into Practice: Elementary School Teachers’ Implementation of CSP in Their Classrooms Munzer, Alison K. - : eScholarship, University of California, 2021 BASE Show details 4 Culturally Responsive Pedagogy in the AP Capstone Program Wolf, Mark Spencer. - : eScholarship, University of California, 2021 BASE Show details 5 Pre-Service Teachers' Conceptions of Culturally and Linguistically Responsive Practices for English Learners ... : University of Virginia, 2021 BASE Show details 6 SOCIAL JUSTICE WARRIORS: COACHING TEACHERS TO ENACT CULTURALLY RESPONSIVE PEDAGOGY Garcia, Marcos M. - : East Carolina University, 2021 BASE Show details 7 Cariño Pedagogy: A Framework of Corazón Gutiérrez, Gabriel; Pearson, Ferial; Rodriguez-Arroyo, Sandra In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021) BASE Show details 8 Developing as Culturally Responsive Mathematics Teacher Educators: Reviewing and Framing Perspectives in the Research Keazer, Lindsay M.; Nolan, Kathleen In: Education Faculty Publications (2021) BASE Show details 9 Use of Culturally Responsive Pedagogy in Supporting International Students: A Canadian Experience with an Online Reading-Writing Program Huo, Xiangying; Khoo, Elaine In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021) BASE Show details 10 American Indian Culture and Secondary Science Curricula: Examining the Confluence of Native Epistemologies and U.S. Public Education Science Standards Wolk, Molly Anne In: Theses and Dissertations (2021) BASE Show details 11 Neutral Doesn’t Work: The Importance of Educators’ Active Engagement in Creating Racially Inclusive Spaces for Students of Color at Predominantly-White Independent Schools Kurosaka-Jost, Asako. - : eScholarship, University of California, 2020 BASE Show details 12 CULTURALLY RELEVANT PEDAGOGY AND FIRST-GENERATION LATINX STUDENT SENSE OF BELONGING Abel, Rachel In: Dissertations (2020) BASE Show details 13 Aweng, Timek, Garaw (Sound, Voice, Movement): Culturally Responsive and Mother-Tongue Based Music Education in the Ilocos Region of the Philippines ... Jesher Edrei Perez. - : British Council, 2020 BASE Show details 14 Aweng, Timek, Garaw (Sound, Voice, Movement): Culturally Responsive and Mother-Tongue Based Music Education in the Ilocos Region of the Philippines ... Jesher Edrei Perez. - : British Council, 2020 BASE Show details 15 What to do with Black English in a Mainstream English Curriculum? Evans, Amberly In: Georgia Educational Research Association Conference (2020) BASE Show details 16 Culturally Responsible Research in the 21st Century: Toward the Common Good Bessette, Harriet J; Sutton-Brown, Camille In: Georgia Educational Research Association Conference (2020) BASE Show details 17 Becoming a Mexican American in the U.S. South: Autobiographical Narrative of Liberation Martinez, Claudia In: Electronic Theses and Dissertations (2020) 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 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 URL: https://digitalcommons.georgiasouthern.edu/etd/2199 https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=3362&context=etd BASE Hide details 18 Shaking my practice : navigating curriculum, aesthetic and social curiosity. Brown, Nicholas Patrick. - : University of Canterbury, 2020 BASE Show details 19 Who Is Welcome Here? A Culturally Responsive Content Analysis of Makerspace Websites Kye, Hannah In: Journal of Pre-College Engineering Education Research (J-PEER) (2020) BASE Show details 20 Building Leadership Capacity for the Effective Implementation of a Professional Development Tool in K-12 School in a Region in Arctic Canada Osbourne, Sonia In: The Organizational Improvement Plan at Western University (2020) BASE Show details Page: 1 2 3 4

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