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Articles 1 - 6 of 6
Full-Text Articles in Education
Shattering, Healing And Dreaming: Lessons From Middle-Grade Literacies And Lives, Carla España
Shattering, Healing And Dreaming: Lessons From Middle-Grade Literacies And Lives, Carla España
Occasional Paper Series
In the summer of 2018, I had the opportunity to read the words of Renée Watson, Jewell Parker-Rhodes, Jacqueline Woodson and Nikki Grimes alongside seventh and eighth graders. Our conversations were grounded in the students’ lives and in stories and poems crafted by Black women. I had the responsibility and honor to select the texts, develop the curriculum and co-create a space with students. The authors’ words helped students process not only the authors’ craft but also how students navigated issues from microaggressions to tensions in friendships, from the oppression experienced at the intersections of their identities to the role …
Cultivating Identities In A Place Called Home: Intersectional, Ever Changing Identities Of Vietnamese American Youth In Culturally Sustaining Spaces, Thuy Vi Nguyen
Journal of Southeast Asian American Education and Advancement
Educators and scholars have been advocating for culturally sustaining pedagogies in the classroom that extends, honors, and sustains the cultures and backgrounds of our growing Students of Color population. Moving beyond pedagogies in classrooms, I examine culturally sustaining spaces in culture clubs and community-based organizations and how they cultivate the identity development and sense of belonging of Vietnamese American high school students. I find that these students have complex identities that are intersectional and ever changing, existing outside the Black-White binary. Vietnamese culture clubs provide a space that allows students to belong and express their identity in a positive way, …
“It’S Like They Don’T Recognize What I Bring To The Classroom”: African Immigrant Youths’ Multilingual And Multicultural Navigation In United States Schools, Lydiah Kananu Kiramba, Alex Kumi-Yeboah, Anthony Mawuli Sallar
“It’S Like They Don’T Recognize What I Bring To The Classroom”: African Immigrant Youths’ Multilingual And Multicultural Navigation In United States Schools, Lydiah Kananu Kiramba, Alex Kumi-Yeboah, Anthony Mawuli Sallar
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Discourses of African immigrant children are rare in educational research. As such, African immigrant educational experiences are often obscured (in part, owing to the model minority myth about Africans based on higher education degrees received by African immigrants), as well as the actual experiences and realities for African immigrant K-12 students. This qualitative study examines cross-cultural educational experiences of 30 Black African immigrant youth in U.S. schools. The findings reveal multiple participants’ struggles with cultural and linguistic differences, stereotypes and marginalization in the school environment, low expectations from teachers, and adjusting to new schooling practices. The African youths’ voices exhibited …
Asian American: A Personal Exploration Of My Identities And Some Possible Implications For Teachers, Seung Youn (Danielle) Kim
Asian American: A Personal Exploration Of My Identities And Some Possible Implications For Teachers, Seung Youn (Danielle) Kim
Graduate Student Independent Studies
As the population of Asian Americans in the United States grows fast, so does the incidence of racist attacks on Asian Americans. The urgency for anti-racist educators to commit to learning how to best serve Asian American children, their families, and their communities in accordance with antiracist, counter hegemonic linguistic practices, and culturally sustaining principles grows exponentially. Through a deep reflection on my personal and often painful experience as a Korean immigrant in the United States, I use an interdisciplinary approach including Socio- and Racio-linguistics, Social Psychology, Anthropology, and Culturally Sustaining Pedagogy, to analyze some of the challenges that I …
Preparing A Diverse And Culturally Sustaining Teacher Workforce: The Role Of Culturally Sustaining Pedagogy And Policy In Teacher Education, Emily Caliendo
Preparing A Diverse And Culturally Sustaining Teacher Workforce: The Role Of Culturally Sustaining Pedagogy And Policy In Teacher Education, Emily Caliendo
College of Education Theses and Dissertations
Schools in the U.S. are currently experiencing a general teacher shortage, as well as a shortage of teachers of color. As the student population continues to diversify, the lack of diversity within the teacher workforce has a negative impact on students of color, both academically and socioemotionally. This thesis examines the role of university-based teacher education programs in preparing a more diverse and culturally sustaining teacher workforce. It uses the framework of critical race theory to examine primary and secondary literature relevant to this issue. Discourse analysis of a policy document addressing the role of teacher education programs in diversifying …
Enacting Culturally Sustaining Pedagogy In Diverse Secondary Classrooms: Teachers’ Perceptions, Preparation, Current Practices, And Challenges, Mariola Krol
Theses & Dissertations
Due to an increasingly diverse student population in U.S. public schools, there has been a pertinent need for teachers to enact culturally sustaining pedagogy (CSP) when educating children from racially and linguistically diverse backgrounds. CSP is an asset-based approach that uses the cultural capital of communities of color to guide curriculum development, classroom climates, instructional strategies, and relationships with students. Although much is known about CSP, less work has explored how teachers enact CSP in diverse classrooms and how their background knowledge, lived experiences, pre-service preparation, and in-service professional learning may facilitate this process. Therefore, this case study examines the …