“Tears Worth Telling: Urban Teaching And The Possibilities Of Racial Justice”, 2015 University of Colorado Denver
“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.
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?”, 2015 University of Colorado Denver
“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, …
“Push It Real Good!”: The Challenge Of Challenging Dominant Discourses Regarding Race In Teacher Education, 2015 University of Colorado Denver
“Push It Real Good!”: The Challenge Of Challenging Dominant Discourses Regarding Race In Teacher Education, Kara Mitchell, Cheryl E. Matias, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
Cheryl Matias
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 …
“Loving Whiteness To Death: Sadomasochism, Emotionality, And The Possibility Of Humanizing Love”, 2015 University of Colorado Denver
“Loving Whiteness To Death: Sadomasochism, Emotionality, And The Possibility Of Humanizing Love”, Cheryl E. Matias, Ricky Lee Allen
Cheryl Matias
Although scholars have articulated how whites institutionally, economically, and socially invest in their whiteness, they have paid little attention to white emotionality. By explicating a critical, more humanizing theory of love that accounts for the painful process of sharing in the burden of creating humanity, this psychoanalytic theoretical essay illustrates how the norms and values of white emotionality are premised on a sadomasochistic notion of love. Finally, the authors re-imagine a different set of norms and values through a critical humanizing pedagogy of love, one that can only be realized when whites learn to “love whiteness to death.” That is, …
And Our Feelings, Just Don’T Feel It Anymore”: Re- Feeling Whiteness, Resistance, And Emotionality, 2015 University of Colorado Denver
And Our Feelings, Just Don’T Feel It Anymore”: Re- Feeling Whiteness, Resistance, And Emotionality, Cheryl E. Matias
Cheryl Matias
To effectively deliver racially just projects, we must theoretically understand from where emotional resistance to them stems, why this resistance is regularly expressed, and what role they play in stifling antiracism. This theoretical paper examines how emotional investment in whiteness recycles normative behaviors of white resistance and unveils how they painfully reinforce the supremacy of whiteness. Using a black feminist approach to emotionality and an interdisciplinary approach to critical whiteness studies and critical race theory, this paper begins with positing how the emotions of white resistance are rooted in the shame of revealing a repressed childhood racial abuse. The concern …
On Being An Efl Textbook Author, 2015 Sacred Heart University
On Being An Efl Textbook Author, Richard Stirling
Richard Stirling
Culturally Competent Assessment Of English Language Learners (Book Chapter), 2015 University of Colorado Denver
Culturally Competent Assessment Of English Language Learners (Book Chapter), B. Perez, Bryn Harris
Bryn Harris
No abstract provided.
Cross-Cultural Perspectives Of Gifted Education (Book Chapter), 2015 University of Colorado Denver
Cross-Cultural Perspectives Of Gifted Education (Book Chapter), Bryn Harris
Bryn Harris
No abstract provided.
Youth Historians In Harlem: Exploring The Possibilities In Collaborative History Research Between Local Youth And Scholars, 2015 Teacher's College, Columbia University
Youth Historians In Harlem: Exploring The Possibilities In Collaborative History Research Between Local Youth And Scholars, Barry M. Goldenberg
Education's Histories
During 2014-15 academic year, high school students and Barry M. Goldenberg work together to study the history of education in Harlem.
Perspectives On The College Readiness And Outcome Achievement Of Former Intensive English Language Program (Ielp) Students, 2015 Portland State University
Perspectives On The College Readiness And Outcome Achievement Of Former Intensive English Language Program (Ielp) Students, Meghan Oswalt
Dissertations and Theses
Program evaluation (PE) is important for ESL programs but also difficult. As the scope of PE has grown, student voices have increasingly been included. Alumni provide unique perspectives, but Portland State University's (PSU) Intensive English Language Program (IELP) currently has no exit survey. Furthermore, little research uses alumni data, so this constructivist, mixed-methods study used data triangulation to compare the perceptions of former IELP students with those of three other stakeholder groups -- the topic: IELP student preparedness for PSU. Both online surveys and interviews were conducted, and participants included 63 former and 33 current IELP students, 27 IELP faculty …
Collaboration, Pedagogy, And Media: Short-Term Summer Program Emphasizes Project Based And Social-Emotional Learning., 2015 University of Rhode Island
Collaboration, Pedagogy, And Media: Short-Term Summer Program Emphasizes Project Based And Social-Emotional Learning., William R. Bowden
Journal of Media Literacy Education
This article purports the idea that summer programs that experiment with media literacy and social-emotional learning could potentially affect students’ academic performance. Based on a six-week program, working with rising eighth grade students in a low-income school district, this program allowed students to work on media projects while trying to develop stronger capacities of self-awareness, positive decision-making, and stronger relationship development. The article intends to offer practitioners in media studies and pedagogy, insight of how to implement social and emotional learning into media classrooms.
Community Colleges And First-Generation Students: Academic Discourse In The Writing Classroom, 2015 Chapman University
Community Colleges And First-Generation Students: Academic Discourse In The Writing Classroom, Jan Osborn
English Faculty Books and Book Chapters
Community Colleges and First-Generation Students examines how first-generation students from diverse ethnic and linguistic backgrounds are initiated into what is known as academic discourse, particularly at the community college. Osborn systematically looks at specific classroom discourses through detailed evidence provided by the diversities represented by the students, and how the students negotiated their identities in terms of the ideological directionality in play.
The download link above only contains chapter 2 of Dr. Osborn's book, "Identities: A Context of Multiplicity".
Adding Technology To Your Language Course, 2015 Sacred Heart University
Adding Technology To Your Language Course, Pilar Munday
Languages Faculty Publications
Invited presentation at Capital Community College in Hartford, CT.
Bridges For Academic Success: Opening Spaces For Culturally Responsive Practice In An Urban Pre-School, 2015 Rowan University
Bridges For Academic Success: Opening Spaces For Culturally Responsive Practice In An Urban Pre-School, Denise Jones, Susan Browne
College of Education Faculty Scholarship
It has become widely understood that formal early childhood education can be an important factor in school success. Equally significant is the role of culture as a determinant in negotiating school. Thereby, the inclusion of student culture remains an important aspect in conversations on school success. This discourse is capable of promoting learning using the lives of students by building on what they already know, while offering opportunities for academic achievement. This study investigated how professional development workshops on culturally responsive practice for urban pre-school teachers encouraged the examination of current classroom practices and offered a process for transformation.
No.4, September 2015: Incorporating Scaffolded Dialogic Reading Practice In Teacher Training: An Opportunity To Improve Instruction For Young Dual Language Learners In Transitional Kindergarten, 2015 California State University, Channel Islands
No.4, September 2015: Incorporating Scaffolded Dialogic Reading Practice In Teacher Training: An Opportunity To Improve Instruction For Young Dual Language Learners In Transitional Kindergarten, Carola Matera Ph.D.
Education and Policy Briefs
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a …
Arewa House Arabic Manuscript Conservation Laboratory, 2015 Wesleyan University
Arewa House Arabic Manuscript Conservation Laboratory, Michaelle L. Biddle
Michaelle Biddle
A brochure describing the services offered by the Arewa House (Ahmadu Bello University, Kaduna) Arabic Manuscript Conservation Laboratory
The Morning After Pill, 2015 University of Colorado Denver
The Morning After Pill, Carlos Hipolito-Delgado
Carlos P. Hipolito-Delgado
No abstract provided.
A Conceptual Approach To Counseling With Latina/O Culture In Mind, 2015 University of Colorado Denver
A Conceptual Approach To Counseling With Latina/O Culture In Mind, Carlos Hipolito-Delgado, Jessica Diaz
Carlos P. Hipolito-Delgado
This is a chapter from Multicultural Counseling: New Approaches to Diversity by C.C. Lee
Decoding The Ethnic Labels Used By Undergraduates Of Latin American Descent, 2015 University of Colorado Denver
Decoding The Ethnic Labels Used By Undergraduates Of Latin American Descent, Carlos Hipolito-Delgado
Carlos P. Hipolito-Delgado
Ethnic labels provide insights to a client’s self-definition and meaning making. Results from a study of 500 undergraduates indicate that those who identified as Chicana/o, Latina/o, Hispanic, “hyphenated American” (e.g., Cuban American), or who identified by nationality differed on key psychological constructs. The importance of self-definition in counseling and research is discussed.
Developing Counseling Students’ Multicultural Competence Through The Multicultural Action Project, 2015 University of Colorado Denver
Developing Counseling Students’ Multicultural Competence Through The Multicultural Action Project, Carlos Hipolito-Delgado, Jennifer Cook, Elaine Avrus, Erica Bonham
Carlos P. Hipolito-Delgado
The Multicultural Action Project (MAP) is a cultural immersion project that requires counseling students to engage with diverse cultural com- munities on 3 levels: observation, information seeking, and action. To ascertain if participating in MAP improved the multicultural competence of graduate counseling students, the authors conducted an evaluation in which narrative analysis was used to examine the experiences of 3 graduate counseling students who participated in MAP. Through their narratives, the participants reported increased knowledge, awareness, and skills. The importance of sustained contact and interpersonal re- lationships in improving student learning outcomes is discussed and recommendations are provided.