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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 11 of 11
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Building Pathways: Nurturing A Female Generation Of School Leaders In China, Lixia Qin, Mario Torres, Jean Madsen
Building Pathways: Nurturing A Female Generation Of School Leaders In China, Lixia Qin, Mario Torres, Jean Madsen
Journal of Women in Educational Leadership
International feminist perspectives recognize the continuing inequalities of power between men and women across all classes. In China’s male-dominant society, for example, women often have been inhibited from pursuing leadership positions. One particular reason that has been drawing increasing attention across the world is the lack of appropriate training and guidance in young women’s leadership. This paper probes in greater depth one of the most important, yet largely overlooked aspects in the educational leadership of China – women’s leadership roles in education and young women’s leadership preparation. Drawing from published data, literature, and the data collected by the authors, the …
The Mañana Complex: A Revelatory Narrative Of Teachers’ White Innocence And Racial Disgust Toward Mexican–American Children, Amanda Morales, Elvira Abrica, Socorro Herrera
The Mañana Complex: A Revelatory Narrative Of Teachers’ White Innocence And Racial Disgust Toward Mexican–American Children, Amanda Morales, Elvira Abrica, Socorro Herrera
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This paper presents selected findings from an ethnographic case study of at a public junior high school. Analysis of White teachers’ discourse implicated a perspective of Mexican–American children that we describe as a mañana complex, a perceived association between Mexican–Americans and the term “mañana” (Spanish: “tomorrow”). We outline how this mañana complex among White teachers is indicative of historical racial tropes of Mexicans in the United States while also reflecting current anti-Mexican discourse emboldened and made more fervent by the current US presidential administration. Ultimately, the mañana complex is an example of both racial disgust toward Mexican–American children (Matias and …
“I Felt Valued”: Multilingual Microteachings And The Development Of Teacher Agency In A Teacher Education Classroom, Theresa Catalano, Hanihani C. Traore Moundiba, Hadi Pir
“I Felt Valued”: Multilingual Microteachings And The Development Of Teacher Agency In A Teacher Education Classroom, Theresa Catalano, Hanihani C. Traore Moundiba, Hadi Pir
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Existing research has explored the value of multilingual pedagogies that focus on utilizing the linguistic / cultural resources of students (e.g., García & Kleyn 2016, Turner 2017); however, there is still a need to examine how the kinds of teacher agency that can lead to multilingual pedagogies actually being implemented can best be developed in teacher education classrooms. The present study incorporates collaborative auto-ethnography to examine microteaching activities / reflections of three researcher-participants in a teacher education course on schooling and multilingualism. The authors found that playing the role of students in the microteachings enabled them to reflect on their …
Exploring Cultural Proficiency: A Case Study Of A Culturally And Linguistically Diverse Middle School In A Predominantly White School District, Jared Peo
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Issues of diversity continue to plague our nation. Recent events and Supreme Court cases have revealed a side of the United States that many wanted to believe was only part of our nation’s past. Diversity is a reality and predictions about future population demographics estimate an increase in diversity. As diversity increases, conflict becomes more frequent because “difference threatens dominance” (Howard, 2006, p. 57). The academic achievement and socioeconomic gaps between minorities and the dominant culture have been extensively researched and debated. However, they have not diminished despite legislation aimed at reducing them. This begs the question: how will the …
Teac 921b: Seminar In Literacy Studies (Special Topics: Schooling And The Multilingual Mind)—A Peer Review Of Teaching Project Benchmark Portfolio, Theresa Catalano
Teac 921b: Seminar In Literacy Studies (Special Topics: Schooling And The Multilingual Mind)—A Peer Review Of Teaching Project Benchmark Portfolio, Theresa Catalano
UNL Faculty Course Portfolios
This portfolio will document the creation and implementation of a new doctoral seminar in my department. This introductory course to multilingualism and schooling (TEAC 921B) will cover topics related to teaching and learning in the multilingual classroom. The key goals for creating this portfolio are to aid me in creating this new doctoral seminar that reflects and builds on departmental goals for graduate students. In particular I would like to document and address the implementation of two new activities to my teaching ; a language study/journal, and the creation of a documentary film. I foresee using this course portfolio as …
La Preparación De Los Maestros Para Afrontar La Diversidad En La Escuela. Estudio Comparativo Entre Castilla-La Mancha Y El Estado De Nebraska / Training Teachers To Deal With Diversity In School. Comparative Study Of Castilla-La Mancha And The State Of Nebraska, Olga Elwes Aguilar, Aránzazu Bernardo Jiménez, Maria Victoria Guadamillas Gómez, Theresa Catalano, Thomas Mcgowan
La Preparación De Los Maestros Para Afrontar La Diversidad En La Escuela. Estudio Comparativo Entre Castilla-La Mancha Y El Estado De Nebraska / Training Teachers To Deal With Diversity In School. Comparative Study Of Castilla-La Mancha And The State Of Nebraska, Olga Elwes Aguilar, Aránzazu Bernardo Jiménez, Maria Victoria Guadamillas Gómez, Theresa Catalano, Thomas Mcgowan
Department of Teaching, Learning, and Teacher Education: Faculty Publications
El presente artículo, de naturaleza comparativa, pretende estudiar la preparación de los maestros para atender la diversidad lingüística y cultural en las aulas en dos contextos diferentes a simple vista, pero que presentan ciertos paralelismos (Nebraska-Lincoln, EEUU y Castilla-La Mancha, España). En primer lugar, analizaremos la literatura existente; posteriormente, propondremos una hipótesis de partida sobre dicha preparación lingüística y didáctica en el trabajo con niños inmigrantes sobre tres ejes fundamentales: la formación de los maestros a nivel universitario a través de encuestas, la práctica educativa a través de entrevistas y la revisión de los planes de estudio. Por último, y …
Teacher Education And Supporting Immigrant Students In The Standards-Based Education Era, Edmund T. Hamann
Teacher Education And Supporting Immigrant Students In The Standards-Based Education Era, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This commentary reflects on pre-service and in-service teachers' sense that teaching to standards and being responsive to immigrant newcomers are, if not incompatible, unlikely to be reconciled by peers or administration. It highlights that away from classroom leaders (e.g., superintendents) are positioned to challenge this unnecessary dichotomy in the interest of educational equity and success.
Beginning With El Barrio: Learning From Exemplary Teachers Of Latino Students, Jason G. Irizarry, John Raible
Beginning With El Barrio: Learning From Exemplary Teachers Of Latino Students, Jason G. Irizarry, John Raible
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study draws from data collected through phenomenological interviews with a group of urban teachers identified as “exemplary” by Latino students, parents, and community members. The authors critically examine the participants’ biographies and document factors they cited as most germane and influential to informing their practice with Latino students. The article concludes with a discussion of barrio-based epistemologies and ontologies, or ways of being and knowing that are informed by extended immersion in and connection to Latino cultural and linguistic communities, particularly as they are developed explicitly and leveraged to improve educational experiences and outcomes for Latino youth.
Redirecting The Teacher's Gaze: Teacher Education, Youth Surveillance And The School-To-Prison Pipeline, John Raible, Jason G. Irizarry
Redirecting The Teacher's Gaze: Teacher Education, Youth Surveillance And The School-To-Prison Pipeline, John Raible, Jason G. Irizarry
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article addresses an apparent contradiction in American teacher education that results in conflicting goals for educators. It asks: How do we prepare teachers to interrogate their inherited professional roles in the surveillance and disciplining of youth? How might teacher education inspire pre-service teachers to care more about youth who belong to populations that have been deemed "undesirable" and expendable? We critically examine the role of teacher education in contributing to the criminalization of certain youth in urban communities and the resulting school-to-prison pipeline crisis that leads too many students from the schoolhouse to the jailhouse.
Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García
Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Counter to the expectations that Mexico-U.S. migration is one-way, adult, and from Mexico to the United States, this Spanish-language book includes nine chapters describing various facets of the lives and educational circumstances of students encountered in Mexican schools who have previously attended U.S. schools. Data were derived from written questionnaires from a sample of more than 24,000 students in the Mexican states of Zacatecas and Nuevo León, of whom 632 had U.S. school experience and/or a U.S. birthplace and thereby American citizenship, and from more than 125 interviews with transnational students and their teachers. This study variously considers transnational students' …
Transracialized Selves And The Emergence Of Post-White Teacher Identities, John Raible, Jason G. Irizarry
Transracialized Selves And The Emergence Of Post-White Teacher Identities, John Raible, Jason G. Irizarry
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article draws on two previous studies by the authors, both based on interviews with European-American individuals, to document white experiences with multiculturalism, race, and cultural differences. We consider recent developments in research on whiteness and offer a perspective on racial identities defined as discursively enacted identifications that are rooted in racialized discourse communities. We provide profiles of two white women who draw upon assets developed, in our view, largely through their successful negotiation of relationships with racially and culturally different members of multicultural discourse communities. Next, we demonstrate a methodology based on the narrative analytic tools of Stanton Wortham …