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Bilingual, Multilingual, and Multicultural Education

Selected Works

2015

Articles 31 - 60 of 101

Full-Text Articles in Education

Addressing Barriers To Cultural Sensibility Learning: Lessons From Social Cognition Theory, Andrea A. Curcio Oct 2015

Addressing Barriers To Cultural Sensibility Learning: Lessons From Social Cognition Theory, Andrea A. Curcio

Andrea A. Curcio

Understanding subconscious biases, their pervasiveness, and their impact on perceptions, interactions, and analyses, helps prepare lawyers to represent people from cultural and racial backgrounds different from their own, and to address both individual and institutional injustice. Two law student surveys suggest many students believe lawyers are less susceptible than clients to having, or acting upon, stereotypes or biases. The survey results also indicate that many students suffer from bias blind spot – i.e. they believe that while others cannot recognize when they are acting based upon stereotypical beliefs and biases, the students know when they are doing so. The survey …

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Discussing Findings From Young Black Male Story Circles At Ua, Philathia Bolton, Amber Hewitt, Carolyn Behrman, Geniro Dingle, Bill Lyons Oct 2015

Discussing Findings From Young Black Male Story Circles At Ua, Philathia Bolton, Amber Hewitt, Carolyn Behrman, Geniro Dingle, Bill Lyons

Amber A Hewitt

We ran pilot story circles this semester with young black male students at UA seeking information we might use to help white faculty better support black male students in their classrooms. We will present our preliminary findings and facilitate a conversation about the findings and our larger project.

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Black Males And Counseling: Dispelling Myths, Kia-Rai Prewitt, Amber Hewitt Oct 2015

Black Males And Counseling: Dispelling Myths, Kia-Rai Prewitt, Amber Hewitt

Amber A Hewitt

Mental illness is marked by chronic and pervasive stigma within the African American community. Black males, in particular, are less likely to seek out mental health support, when compared with their female counterparts. Several myths about counseling exist for this population, which can lead to a reduction in help-seeking behavior. The current presentation will engage members in a dialogue which seeks to dispel myths about gender, race, and counseling services and further discuss how the intersection of these variables impact the seeking out of psychological services. The presenters will demystify the counseling process and provide a platform for individuals to …

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Film Screening Of "Hip-Hop: Beyond Beats And Rhymes", Amber Hewitt, Naomi Drakeford, Anjni Patel, Sarah Sanders, April Barnes, Thomas Vance, William Osei Oct 2015

Film Screening Of "Hip-Hop: Beyond Beats And Rhymes", Amber Hewitt, Naomi Drakeford, Anjni Patel, Sarah Sanders, April Barnes, Thomas Vance, William Osei

Amber A Hewitt

Hip-hop birthed in the 1970s in New York City began as movement of cultural expression. Today, hip hop is considered “mainstream” and has been criticized for its excessive violence, hypemasculinity, and homophobia. “Hip Hop: Beyond Beats and Rhymes”, by film maker Byron Hurt, takes a critical look at hip hop and its impact on society’s perceptions of Black men. Hurt, a fan of hip hop, tackles tough questions about how hip hop is shaping our culture. The film screening will be moderated by a researcher and professor with expertise in Black male identity and resilience. After the screening, participants will …

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Cultural Vibrancy: Exploring The Preferences Of African American Children Toward Culturally Relevant And Non-Culturally Relevant Lessons, Darlene Sampson, Dorothy Garrison-Wade Sep 2015

Cultural Vibrancy: Exploring The Preferences Of African American Children Toward Culturally Relevant And Non-Culturally Relevant Lessons, Darlene Sampson, Dorothy Garrison-Wade

Dorothy Garrison-Wade

Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in …

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Affirmative Action: History And Analysis, Dorothy Garrison-Wade, Chance Lewis Sep 2015

Affirmative Action: History And Analysis, Dorothy Garrison-Wade, Chance Lewis

Dorothy Garrison-Wade

From its inception, affirmative action policies were created to improve the employment and/or educational opportunities for members of minority groups and women. Even today, however, the debate continues over the future of affirmative action. Proponents offer empirical evidence illustrating that affirmative action has been favorable in aiding minorities and/or women to achieve parity in seeking education at the most elite institutions in this country. This empirical evidence has focused on descriptive statistics such as increasing enrollment for minorities (NCES, 2001). Research supports that affirmative action promotes academic and social development for all students; diverse classrooms do not weaken student quality …

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The Impact Of White Teachers On The Academic Achievement Of Black Students: An Exploratory Qualitative Analysis, Bruce Douglas, Chance Lewis, Adrian Douglas, Malcom Scott, Dorothy Garrison-Wade Sep 2015

The Impact Of White Teachers On The Academic Achievement Of Black Students: An Exploratory Qualitative Analysis, Bruce Douglas, Chance Lewis, Adrian Douglas, Malcom Scott, Dorothy Garrison-Wade

Dorothy Garrison-Wade

In today's school systems, students of color, particularly in urban settings, represent the majority student populations (Lewis, Hancock, James, & Larke, in press). Interestingly, the educators--teachers and administrators--that comprise these settings are predominately White, and, in turn, the students of color commonly face pressures that students who do not share the racial and cultural background of the educators do not (Landsman & Lewis, 2006). This study on black student perceptions of their White teachers is grounded in Milner's (2006) theoretical assumptions, which focus on problems that White teachers commonly experience when teaching students of color, particularly African American students in …

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“Push It Real Good!”: The Challenge Of Disrupting Dominant Discourses Regarding Race In Teacher Education, Kara Viesca, Cheryl Matias, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo Sep 2015

“Push It Real Good!”: The Challenge Of Disrupting Dominant Discourses Regarding Race In Teacher Education, Kara Viesca, Cheryl Matias, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo

Dorothy Garrison-Wade

Despite efforts to redesign an urban teacher education program for social justice and equity, faculty became aware of racialized issues teacher candidates of color faced in the program. Therefore, this study examined the perspectives of teacher candidates to learn about how race is impacting teaching and learning for pre-service teachers. Overall, we discovered the dominant narratives, often called majoritarian stories (Love, 2004), were extremely difficult to disrupt and essentially remained largely intact for teacher candidates in our program. In addition, we found that majoritarian stories helped to maintain a level of superficiality for teacher candidates regarding issues of race. For …

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“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?” Applying Crt And Cws To Understand The White Imaginations Of White Teacher Candidates, Cheryl Matias, Kara Mitchell, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon Sep 2015

“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?” Applying Crt And Cws To Understand The White Imaginations Of White Teacher Candidates, Cheryl Matias, Kara Mitchell, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon

Dorothy Garrison-Wade

Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse—a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, …

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Tips For School Principals And Teachers: Helping Black Students Achieve [Book Chapter], Dorothy Garrison-Wade, C. Lewis Sep 2015

Tips For School Principals And Teachers: Helping Black Students Achieve [Book Chapter], Dorothy Garrison-Wade, C. Lewis

Dorothy Garrison-Wade

No abstract provided.

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Discussing Findings From Young Black Male Story Circles At Ua, Philathia Bolton, Amber Hewitt, Carolyn Behrman, Geniro Dingle, Bill Lyons Sep 2015

Discussing Findings From Young Black Male Story Circles At Ua, Philathia Bolton, Amber Hewitt, Carolyn Behrman, Geniro Dingle, Bill Lyons

Phlathia Bolton

We ran pilot story circles this semester with young black male students at UA seeking information we might use to help white faculty better support black male students in their classrooms. We will present our preliminary findings and facilitate a conversation about the findings and our larger project.

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Audacious Translation: On Being Haunted And Getting Lost On The Way To Translating Spivak. A Reflection On Spivak’S “Translating Into English”, Susan R. Adams Sep 2015

Audacious Translation: On Being Haunted And Getting Lost On The Way To Translating Spivak. A Reflection On Spivak’S “Translating Into English”, Susan R. Adams

Susan Adams

In “Translating Into English” within An Aesthetic Education in the Era of Globalization (2012), Spivak eludes apprehension, spurns comprehension, and resists neat translation as I, an American educator, attempt to make sense of what is meant by an aesthetic education as Spivak translates the act of translation. Caught and othered as a language broker in learning the double bind of translation, I find no answers, only new questions as I grope toward ways to conceptualize and to name this moment for translators and language educators: (1) What does it mean to be a translator?; (2) Can and should the convenient …

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The Joys And Sorrows Of Teaching High School Esl: Sarangarel's Story, Susan R. Adams Sep 2015

The Joys And Sorrows Of Teaching High School Esl: Sarangarel's Story, Susan R. Adams

Susan Adams

Dr. Adams' contribution to: In M. Robbins (Ed.), The pressures of teaching: How teachers cope with classroom stress (pp. 87-98). New York: Kaplan Publishing.

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Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report, Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowen, Choong-Guen Chung Sep 2015

Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report, Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowen, Choong-Guen Chung

Bryn Harris

This Special Report surveys existing conditions for Latino [superscript 1] language minority students in Indiana's schools and identifies the most significant problems and challenges for improving their learning. The report opens with an overview of recent demographic shifts in Indiana's K-12 student population, and makes an important distinction between Indiana's long-standing and newcomer Latino populations; the latter account for the dramatic increase in the language minority population. The report then considers the culturally competent psychological assessment of ELL students. School psychologists, especially, bear the responsibility of balancing formal with informal assessments that take into account the unique cultural characteristics of …

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R.A.C.E. Research And Advocacy In Critical Education, Cheryl Matias Sep 2015

R.A.C.E. Research And Advocacy In Critical Education, Cheryl Matias

Cheryl Matias

No abstract provided.

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The Miseducation Of Youth: A Panel To Discuss The State Of Ethic & Chican@ Studies, Cheryl Matias Sep 2015

The Miseducation Of Youth: A Panel To Discuss The State Of Ethic & Chican@ Studies, Cheryl Matias

Cheryl Matias

No abstract provided.

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Edfn 5050 Critical Issues In American Education: Advocating For Education In The 21st Century, Melissa M. Burrows, Cheryl Matias Sep 2015

Edfn 5050 Critical Issues In American Education: Advocating For Education In The 21st Century, Melissa M. Burrows, Cheryl Matias

Cheryl Matias

For more information on R.A.C.E. or this course, please contact CHERYL.MATIAS@UCDENVER.EDU

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Betwixt And Between The Colonial And The Postcolonial, Cheryl E. Matias Sep 2015

Betwixt And Between The Colonial And The Postcolonial, Cheryl E. Matias

Cheryl Matias

No abstract provided.

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“I Ain’T Your Doc Student”: The Overwhelming Presence Of Whiteness And Pain At The Academic Neo-Plantation (Book Chapter), Cheryl Matias Sep 2015

“I Ain’T Your Doc Student”: The Overwhelming Presence Of Whiteness And Pain At The Academic Neo-Plantation (Book Chapter), Cheryl Matias

Cheryl Matias

No abstract provided.

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An Eye On Pinoy: Getting Connected, Cheryl E. Matias-Padua Sep 2015

An Eye On Pinoy: Getting Connected, Cheryl E. Matias-Padua

Cheryl Matias

No abstract provided.

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To Lumpia Or To Not Lumpia: A Counterstory Of Multicultural Racial Microaggression (Book Chapter), Cheryl E. Matias Sep 2015

To Lumpia Or To Not Lumpia: A Counterstory Of Multicultural Racial Microaggression (Book Chapter), Cheryl E. Matias

Cheryl Matias

No abstract provided.

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Whiteness In Academia: Counter-Stories Of Betrayal And Resistance, Cheryl E. Matias, Naomi Nishi, Roberto Montoya Sep 2015

Whiteness In Academia: Counter-Stories Of Betrayal And Resistance, Cheryl E. Matias, Naomi Nishi, Roberto Montoya

Cheryl Matias

No abstract provided.

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Dirty Dancing With Race And Class: Microaggressions Toward First-Generation And Low Income College Students Of Color, Geneva Sarcedo, Cheryl Matias, Roberto Montoya, Naomi Nishi Sep 2015

Dirty Dancing With Race And Class: Microaggressions Toward First-Generation And Low Income College Students Of Color, Geneva Sarcedo, Cheryl Matias, Roberto Montoya, Naomi Nishi

Cheryl Matias

No abstract provided.

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Beyond The Face Of Race: Emo-Cognitive Explorations Of White Neurosis And Racial Cray-Cray, Cheryl E. Matias, Robin Diangelo Sep 2015

Beyond The Face Of Race: Emo-Cognitive Explorations Of White Neurosis And Racial Cray-Cray, Cheryl E. Matias, Robin Diangelo

Cheryl Matias

The article discusses the term emo-cognitions which is use to capture the interplay between cognitions and emotions, and implicate the behavior of People of Color such as the White people. Topics include the term racial cray-cray, the studies on how White people response to racial material and racialization, and describing White supremacy as the unnamed political system. Also mentioned are African Americans' consciousness on White norms and racial ignorance.

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White Face, Black Friend: A Fanonian Application To Theorize Racial Fetish In Teacher Education, Cheryl Matias Sep 2015

White Face, Black Friend: A Fanonian Application To Theorize Racial Fetish In Teacher Education, Cheryl Matias

Cheryl Matias

In Black Skin, white masks (1967, Grove Press) , Franz Fanon uses a psychoanalytic framework to theorize the inferiority-dependency complex of Black men in response to thecolonial racism of white men. Applying his framework in reverse, this theoretical article psychoanalyzes the white psyche and emotionality with respect to the racialization process of whites and their racial attachment to Blackness. Positing that such a process is interconnected with narcissism, humanistic emptiness, and psychosis, this article presents how racial attach-ment becomes racial fetish . Such a fetish reifies whiteness by accumulating fictive kinshipswith friends of color; hence, the common parlance of ‘But …

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Check Yo’Self Before You Wreck Yo’Self And Our Kids: Culturally Responsive White Teachers?, Cheryl E. Matias Sep 2015

Check Yo’Self Before You Wreck Yo’Self And Our Kids: Culturally Responsive White Teachers?, Cheryl E. Matias

Cheryl Matias

Numerous studies show the effectiveness of culturally responsive teaching with urban students of color. Yet few articulate the dynamics of how whiteness impacts the delivery of culturally responsive teaching. Using critical whiteness studies, critical race theory, and Black feminist concepts, this article interrogates the effectiveness of White teachers who engage in culturally responsive teaching without first interrogating their whiteness. Counterstories are used as well as responses from White teacher candidates who matriculated in an urban-focused teacher education program that explicitly focuses on culturally responsive teaching to provide answers to three poignant questions - What happens when cultural responsiveness is co-opted …

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Who You Callin’ White? A Critical Counterstory Of Colouring White Identity”, Cheryl E. Matias Sep 2015

Who You Callin’ White? A Critical Counterstory Of Colouring White Identity”, Cheryl E. Matias

Cheryl Matias

This action research, which utilizes critical race theory's counter-storytelling, analyses a process of debunking White students' epistemology of ignorance in a history course at an urban public high school. After piloting a raced curriculum that deliberately re-centers marginalized counter-stories of students of colour, I document its impacts on White students' understanding of history. Ultimately, such a process problematizes White students' sense of identity. I employ the analytic tools of Whiteness as power to understand how White students responded to curriculum on race and racism. The analysis silences White dominant Discourse while activating counter-stories by modelling critical consciousness and colourscence for …

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“When Saying You Care Is Not Really Caring”: Whiteness And The Role Of Disgust, Cheryl E. Matias, M. Zembylas Sep 2015

“When Saying You Care Is Not Really Caring”: Whiteness And The Role Of Disgust, Cheryl E. Matias, M. Zembylas

Cheryl Matias

Drawing on one of the author’s experiences of teaching white teacher candidates in an urban university, this paper argues for the importance of interrogating the ways that benign emotions (e.g., pity and caring) are sometimes hidden expressions of disgust for the Other. Using critical race theory, whiteness studies, and critical emotion studies, it is shown how whiteness ideology erroneously translates disgust for people of color to false professions of pity or caring. This phenomenon is particularly interesting because care, sympathy, and love are emotions that are routinely performed by teacher candidates (who are predominantly white females) and embedded in teacher …

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“Tears Worth Telling: Urban Teaching And The Possibilities Of Racial Justice”, Cheryl E. Matias Sep 2015

“Tears Worth Telling: Urban Teaching And The Possibilities Of Racial Justice”, Cheryl E. Matias

Cheryl Matias

Silencing race dialogue in urban classrooms is painful for students of color. The author of this article, an urban teacher, documents her resistance to colorblind racism by strategically including race in daily classroom practices. She argues that acknowledging emotionality and Whiteness are essential steps that teachers must take to reinvest in prolonged racially-just projects.

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“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?”, Cheryl E. Matias, Kara Mitchell Viesca, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo Sep 2015

“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?”, Cheryl E. Matias, Kara Mitchell Viesca, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo

Cheryl Matias

Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse—a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, …

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