The Impact Of A Cultural Immersion Study Abroad Experience In Traditional Chinese Medicine,
2015
Baylor University
The Impact Of A Cultural Immersion Study Abroad Experience In Traditional Chinese Medicine, Shelley Flippen Conroy, Helen M.
Shelley Flippen Conroy
Study abroad programs have increased dramatically. Most programs are short-term and include a cultural immersion as well as classroom and/or service learning. In this article, the authors discuss a study abroad program to China that included cultural immersion and classroom learning specific to traditional Chinese medicine. Participants kept journals with specific writing assignments and reflections about their experiences during the trip. At the conclusion of the trip, a qualitative survey was administered to the participants. Outcomes included the benefits of cultural immersion and a greater appreciation of cultural diversity, complementary and alternative medicine and holistic health care. Participants were able …
Exploring Seventh Graders’ Perceptions Of The Picture-Word Inductive Model To Their English Narrative Writing In China,
2015
Saint Thomas University
Exploring Seventh Graders’ Perceptions Of The Picture-Word Inductive Model To Their English Narrative Writing In China, Xuan Jiang
South Florida Education Research Conference
In this exploratory study, the researcher interviewed 30 seventh graders in China about their perceptions of the newly tried method, Picture-word Inductive Model (PWIM), to their English narrative writing. Many student participants listed and exemplified positive influence of PWIM on their narrative writing in and from the PWIM trial.
A Historical Overview Of The Challenges For African Americans K12 Through College Education In America,
2015
Keiser University
A Historical Overview Of The Challenges For African Americans K12 Through College Education In America, Arthur C. Evans Iii
South Florida Education Research Conference
The early American education system developed around the segregation of White and African American students. These differences in learning environment have led to inferior education for African Americans and can be linked to challenges still facing minorities in the current American education system.
Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report,
2015
University of Colorado Denver
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 …
R.A.C.E. Research And Advocacy In Critical Education,
2015
School of Education and Human Development at the University of Colorado Denver
R.A.C.E. Research And Advocacy In Critical Education, Cheryl Matias
Cheryl Matias
No abstract provided.
The Miseducation Of Youth: A Panel To Discuss The State Of Ethic & Chican@ Studies,
2015
School of Education and Human Development at the University of Colorado Denver
The Miseducation Of Youth: A Panel To Discuss The State Of Ethic & Chican@ Studies, Cheryl Matias
Cheryl Matias
No abstract provided.
Edfn 5050 Critical Issues In American Education: Advocating For Education In The 21st Century,
2015
University of Colorado Denver
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
Betwixt And Between The Colonial And The Postcolonial,
2015
University of Colorado Denver
Betwixt And Between The Colonial And The Postcolonial, Cheryl E. Matias
Cheryl Matias
No abstract provided.
“I Ain’T Your Doc Student”: The Overwhelming Presence Of Whiteness And Pain At The Academic Neo-Plantation (Book Chapter),
2015
University of Colorado Denver
“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.
An Eye On Pinoy: Getting Connected,
2015
University of Colorado Denver
An Eye On Pinoy: Getting Connected, Cheryl E. Matias-Padua
Cheryl Matias
No abstract provided.
To Lumpia Or To Not Lumpia: A Counterstory Of Multicultural Racial Microaggression (Book Chapter),
2015
University of Colorado Denver
To Lumpia Or To Not Lumpia: A Counterstory Of Multicultural Racial Microaggression (Book Chapter), Cheryl E. Matias
Cheryl Matias
No abstract provided.
Whiteness In Academia: Counter-Stories Of Betrayal And Resistance,
2015
University of Colorado Denver
Whiteness In Academia: Counter-Stories Of Betrayal And Resistance, Cheryl E. Matias, Naomi Nishi, Roberto Montoya
Cheryl Matias
No abstract provided.
Dirty Dancing With Race And Class: Microaggressions Toward First-Generation And Low Income College Students Of Color,
2015
University of Colorado Denver
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.
Beyond The Face Of Race: Emo-Cognitive Explorations Of White Neurosis And Racial Cray-Cray,
2015
University of Colorado Denver
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.
White Face, Black Friend: A Fanonian Application To Theorize Racial Fetish In Teacher Education,
2015
University of Colorado Denver
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 …
Check Yo’Self Before You Wreck Yo’Self And Our Kids: Culturally Responsive White Teachers?,
2015
University of Colorado Denver
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 …
Who You Callin’ White? A Critical Counterstory Of Colouring White Identity”,
2015
University of Colorado Denver
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 …
“When Saying You Care Is Not Really Caring”: Whiteness And The Role Of Disgust,
2015
University of Colorado Denver
“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 …
“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, …
