Bilingual, Multilingual, and Multicultural Education Commons^™

The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon

Education: School of Education Faculty Publications and Other Works

This article is about teaching art-based inquiry and equity pedagogy. The author introduces an aesthetic-inspired afterschool curriculum in the urban context in the United States and theorizes the meaning of active citizenship and community. Conceptually framed by “community without community,” this article explicates the ways in which the ARtS children (Aesthetic, Reflexive thoughts, & Sharing) investigated the meanings of community through dance, poetry, and clay art. The author imagines and theorizes community that goes beyond emphasizing solidarity and a collective “we”-ness in the pursuit of social transformation. Rather, the author argues that “community without community” could be an important framework …

(Im)Possible Identity: Autoethnographic (Re)Presentations, Seungho Moon, Chris Strople

Education: School of Education Faculty Publications and Other Works

In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative researchers when they cannot fully describe subjectivities in research. What is deemed to be valid research is often indicative of a theoretical framework that aggressively seeks to invalidate other perspectives and ways of knowing. Thus, we create research spaces by employing counter-narratives …

Globalization And Possibilities For Intercultural Awareness: Multimodal Arabic Culture Portfolios At A Catholic University, Sawsan Abbadi

Modern Languages and Literatures: Faculty Publications and Other Works

This case study explores the teaching and learning of Arabic at one Catholic university campus, with a focus upon the complex interactions between language and culture in a postmodern globalized context. Specifically, it examines the use of “multimodal culture portfolios” as a means to engage students both linguistically and culturally in classroom and community discourses. Through their interactions and co-construction of knowledge with other participants, these students are led to think about the multiple communicative contexts that are shaping and being shaped by them. Data collection was conducted through survey questionnaires and students' responses to the assigned culture portfolio. The …

Dear Officer Bogash: Policing Black Bodies On College Campuses, Jordan S. West

Journal of Critical Scholarship on Higher Education and Student Affairs

Students' Critical Reflections on Racial (in)justice

Recycling Incompetence: A Reflection On Cultural Competency Development In Graduate Preparation, Khaled J. Ismail

Journal of Critical Scholarship on Higher Education and Student Affairs

Students' Critical Reflections on Racial (in)justice

Using Tops For Identification Of Gifted Hispanic Students, Barbara Martin

Dissertations

USING TOPS FOR IDENTIFICATION OF GIFTED HISPANIC STUDENTS

Researchers have noted an underrepresentation of Hispanic ELL students in gifted education. A literature review revealed several problems encountered when assessing and identifying gifted Hispanics and have also suggested a variety of solutions including use of non-standardized alternative assessments. In this project, the researcher explored the attitudes of educators regarding the addition of a non-standardized tool. The TOPS is a non-standardized tool used to systematically gather and document qualitative observational data within the context of instruction (Harradine, Coleman, & Winn, 2014). The researcher used both a survey questionnaire and a semi-structured interview …