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Experimental Analyses of Peer Tutoring: Toward a Technology of Generative Learning
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102 |
Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis
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103 |
The Selective Fossilization Hypothesis: A Longitudinal Study of English Language Learners' Persistent Errors
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Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners
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An Examination of the Writing Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Cognitive, Linguistic and Conventional Components
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108 |
Establishing Psychometrically-Sound Measures of Linguistic Skills in People With and Without Aphasia During Unstructured Conversation and Structured Narrative Monologue
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Talking Black: Destigmatizing Black English and Funding Bi-Dialectal Education Programs
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Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education
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Abstract:
Informed by positionalities theories and narrative inquiry, this dissertation study explored how positionalities of immigrant social studies teachers in New York City influenced their interpretations of citizenship and their instructions of citizenship education. To do so, I used interviews, participants’ photographs and activity-works, and a self-reflexive researcher journal as aspects of my data-generating and data-gathering methods. My interpretations suggested that immigrant teachers experienced subjugation and discrimination as well as a sense of vulnerability due to their lack of legal citizenship, along with their minoritized racial/ethnic/linguistic/religious status in current racist, U.S.-centric, and nationalist regimes. However, instead of being passive recipients of such sociopolitical forces, these teachers took agency and created their own ways to actively influence, change, and subvert their minoritized subject positions through their transnational form of activities and attachment to their home country as well as the affinity, commitments, and sense of belonging they forged in local school communities in the United States. The complicated positionalities of these immigrant teachers further allowed them to imagine and practice multiple and alternative concepts of citizenship education that are more relevant to their students from minoritized backgrounds. By complicating essential, static, and fixed notions of immigrant teachers’ experiences and challenging dominant and normative modes of juridical notions of and national belonging in citizenship discourses through these immigrant teachers’ narrativized experiences, this study offers implications for social studies educators, citizenship scholarship, and teacher education policies and practices.
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Keyword:
Citizenship--Study and teaching; Immigrants; Nationalism; Racism in education; Social sciences--Study and teaching; Teachers
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URL: https://doi.org/10.7916/d8-fq1z-0c08
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111 |
An Interview with APPLE Lecture Speaker Dr. Richard Donato
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112 |
Assessing Bilngual Latino Students Understanding in Acquiring Knowledge and Their Motivation in Learning Science with a Computer-based Simulation
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113 |
Dancing With Feedback: Inquiry-based Feedback and Teacher Learning
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Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
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117 |
Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms
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Mettre en œuvre des activités de classification de verbes de déplacement à l'école primaire
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In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://hal.archives-ouvertes.fr/hal-02978093 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2020, ⟨10.4000/lidil.8266⟩ ; http://journals.openedition.org/lidil/8266 (2020)
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119 |
ИСПОЛЬЗОВАНИЕ СТРАНОВЕДЧЕСКОЙ ИНФОРМАЦИИ ПРИ РАЗВИТИИ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ НА ЗАНЯТИЯХ ПО РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ В ИНОЯЗЫЧНОЙ СРЕДЕ ОБУЧЕНИЯ ...
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Enhancing Cultural Awareness and Sensitivity Through Theatre and Language Education ...
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