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Ali Borjian
Borjian, A. (2014). Introduction to: Narrative Inquiry of EFL Teachers' Professional Development and Research in Central Mexico, In M. Martha Lengeling, Luz Maria Muñoz de Cote, and Ireri Armenta Swadley, pp. 11-14, University of Guanajuato Press.
Over the past five years Dr. Ali Borjian has provided significant professional development support to teacher educators at the University of Guanajuato. This university plays an important role in developing teachers of English in Mexico. In 2014, Dr. Borjian was asked by teacher educator colleagues in Mexico to write the introduction to the book "Narrative Inquiry of EFL Teachers' Professional Development and Research in Central Mexico". In this book educators discuss and reflect upon factors that support or hinder learning of English in Mexico. The goal of this book is to express the importance of conducting research by teachers and its impact on teachers' own practices.
Borjian, A. (2015). Linguistic Rights and the Realities of Transnational Students. Comunicación Social: Retos y Perspectivas, In Ruiz Miyares L., Muñoz Alvarado A., Álvarez Silva M. R. , Pérez Joa Y. y Daileen Jackson Rodríguez (eds.), Comunicación Social: Retos y Perspectivas, pp. 31-33, Santiago de Cuba: Ediciones Centro de Lingüística Aplicada, ISBN: 978-959-7174-30-1.
Dr. Ali Borjian is conducting research on transnational children who have experienced living in both the United States and Mexico. In a book chapter published by the Center for Applied Linguistic in Santiago de Cuba, he argues that learning about students' complex realities, and being more informed about their transnational experiences can help teachers in implementing pedagogical practices that respect students' linguistic rights and support their academic development. Dr. Borjian is a member of a binational research collaborative that studies U.S.-born children of returnees currently living in central Mexico.
Jamal Cooks
Cooks, J., Sunseri, A.(2015). Leveling the Playing Field: The Efficacy of Thinking Maps on English Language Learner Students' Writing. The Catesol Journal 25.1, 24-40.
Many students, especially English language learners (ELLs), struggle with writing expository texts. This study examined the impact of several writing strategies on ELLs' writing skills, including prewriting strategies and scaffolding strategies inherent in the Thinking Maps (TM) program. The purpose of the study was to see if ELLs were able to use these strategies to express their ideas more effectively in compositions in a more organized way. The participants were 8 students in grades 3 through 5 in the South Bay School District. The students were participating in an after-school writing class 2 days a week for 6 months. As a result, the overall average of students' writing scores in the areas of "Ideas" and "Organization" increased. While the overall averages were below the proficiency level (3.0), these writing strategies can be seen as having a positive impact on ELLs' writing skills.
Link to Article
Jeff Duncan-Andrade
Duncan-Andrade, J. (2014). Deconstructing the Doublethink Aimed at Dismantling Ethnic Studies in Tucson. In J. Cammarota (Ed.), Raza studies: The public option for educational revolution (pp. 159-170). The University of Arizona Press.
The well-known and controversial Mexican American studies (MAS) program in Arizona's Tucson Unified School District set out to create an equitable and excellent educational experience for Latino students. Raza Studies: The Public Option for Educational Revolution offers the first comprehensive account of this progressive-indeed revolutionary-program by those who created it, implemented it, and have struggled to protect it.
Inspired by Paulo Freire's vision for critical pedagogy and Chicano activists of the 1960s, the designers of the program believed their program would encourage academic achievement and engagement by Mexican American students. With chapters by leading scholars, this volume explains how the program used "critically compassionate intellectualism" to help students become "transformative intellectuals" who successfully worked to improve their level of academic achievement, as well as create social change in their schools and communities.
Despite its popularity and success inverting the achievement gap, in 2010 Arizona state legislators introduced and passed legislation with the intent of banning MAS or any similar curriculum in public schools. Raza Studies is a passionate defense of the program in the face of heated local and national attention. It recounts how one program dared to venture to a world of possibility, hope, and struggle, and offers compelling evidence of success for social justice education programs.
Shawn Ginwright
Ginwright, S., Gilgoff, J. (2014). Toward More Equitable Outcomes: A Research Synthesis on Out-of-School Time Work with Boys and Young Men of Color
Boys and young men of color (BYMOC) face a number of obstacles to educational success, economic mobility, and well-being (Young 2004; Littles, Bowers and Gilmer 2008; Noguera 2008). Structural barriers including poor-quality schools and fewer job opportunities have limited the life chances for BYMOC in comparison to their white and female counterparts. Extensive research has shown how zero tolerance, suspensions/expulsions, policing practices, and public policy have all contributed to disproportionate numbers of Black and Latino young men being disconnected from school, and exposed to risky behavior (Edley and de Velasco 2010; Bryant 2013; Phillips and Bryant 2013). These challenges become more difficult for BYMOC to cope with and respond to effectively given they are also bombarded with messages such as "big boys don't cry" and have to work harder to express themselves (Johnson, Pate and Givens 2012).
This research sysntesis focuses on two guiding questions. First, what are the trends in the literature regarding out-of-school opportunities for BYMOC? Second, what constitutes gender and culturally responsive practice within out of school time?
Within the article, we provide a background discussion on the contexts of out-of-school programs for BYMOC. Next we highlight key strategies identified in the literature that support this population, with an example of how each is being implemented within the field. We conclude by identifying gaps in the literatures that indicate need for further research.
Link to Article
David Hemphill
Hemphill, D., & Blakely, E. (2014). Language, nation, and identity in the classroom: Legacies of modernity and colonialism in schooling.
Language, Nation, and Identity in the Classroom critiques the normalizing aspects of schooling and the taken-for-granted assumptions in education about culture, identity, language, and learning. The text applies theories of postmodernism, post colonialism, and other critical cultural theories from disciplines often overlooked in the field of education. The authors illustrate the potential of these theories for educators, offering
a nuanced critical analysis of the role schools play in nationalistic enterprises and colonial projects. The book fills the current gap between simplified, ahistorical applications of multiculturalism and critical theory texts with only narrow applicability in the field. This clearly written alternative offers both an entry point to rigorous primary theoretical sources and broad applications of the scholarship to everyday practice in a range of PreK-12 classrooms and adult education settings globally. The text is designed for educators and advanced undergraduate or graduate students in the growing number of courses that address issues of cultural diversity, equity in education, multiculturalism, social and cultural foundations of education, literary studies, and educational policy.
Andrew Jolivette
Jolivette, A (2014). Critical Mixed Race Studies: New Directions in the Politics of Race and Representation. Journal of Critical Mixed Race Studies.
"Critical Mixed Race Studies: New Directions in the Politics of Race and Representation" was Andrew J. Jolivétte's keynote address at the inaugural Critical Mixed Race Studies Conference, November 5, 2010, at DePaul University. Jolivétte posits critical mixed-race pedagogy as a model for developingintersectional coalitions across various categories of difference composed of a "new American majority" (people of color, queers, women, immigrants, and youth), which was in fact President Barack Obama's 2012 winning coalition. This shifts racial formation and social change from binary constructions to more multivalent approaches to achieving human rights and social justice. Taken to a logical conclusion, mixed-race pedagogy could also serve as a similar organizing principle for international movements for equity and social justice
Link to Article
Judith Kysh
Kysh, J., Hsu, E., Resek, D. (2014). Using Rich Problems for Differentiated Instruction.
Working in well-facilitated small groups on rich problems that are accessible puts students in the position of differentiating the content, processes, and product of their own work. When students are empowered to make natural choices as they work on rich problems together, there are almost always surprises for teachers and often for the students themselves. One of the most important surprises is who comes up with interesting ideas; it is not always who a teacher would have predicted. In this article we discuss what makes a problem rich enough to allow facilitation of this self-differentiated student work.
Link to Article
Wanda Lee
Lee, W.M. (2014). Book Review. [Review of the book Baby Boomer's Guide to Caring for Your Aging Parent]. Activities, Adaptation & Aging. 38(1), 75-76, DOI: 10.1080/01924788.2014.879811.
Wanda Lee and Graciela Orozco
Orozco, G., Lee, Wanda M., Blando, J., & Shooshani, B. (2014). Introduction to multicultural counseling for helping professionals (3rd ed.). New York: Routledge.
Introduction to Multicultural Counseling for Helping Professionals is the essential introductory text in the area of multicultural counseling. Providing a broad survey of counseling techniques for different ethnic, religious and social groups, it is both thorough and easily understood. Now in its third edition, Introduction to Multicultural Counseling for Helping Professionals is updated and revised to reflect a stronger social-justice perspective throughout the text and a new chapter on counseling undocumented immigrants.
Geri Merrigan
Merrigan, G., Huston, C.L. (2014) Communication Research Methods (3rd ed.) Oxford University Press; http://global.oup.com/us/companion.websites/9780195314823/
Ronald E. Purser
Purser, R. (2015). Confessions of a mind-wandering MBSR student: Remembering social amnesia. Self & Society. 43(1).
Purser, R. (2015). Clearing the muddled path between traditional and contemporary mindfulness: A response to Monteiro, Musten and Compton. Mindfulness, 6(1), 23-45.
Purser, E & Milillo, J (2015). Mindfulness Revisited: A Buddhist-Based Conceptualization. Journal of Management Inquiry (Vol. 24.1, pp 3-24)
http://jmi.sagepub.com/content/24/1/3.short
Purser, E (2015).Clearing the Muddled Path of Traditional and Contemporary Mindfulness: a Response to Monteiro, Musten, and Compson. Mindfulness (Vol. 6.1, pp. 23-45)http://link.springer.com/article/10.1007/s12671-014-0373-4
Purser, E (2014). The Myth of the Present Moment. Mindfulness
http://link.springer.com/article/10.1007/s12671-014-0333-z#
Purser. R. (2014). The militarization of mindfulness. Inquiring Mind. Spring, 2014.http://www.inquiringmind.com/Articles/MilitarizationOfMindfulness.html
Maricel Santos
Santos, M. G. Handley, M. A., Omark, K., & Schillinger, D. (2014). ESL participation as a mechanism for advancing health literacy in immigrant communities. Journal of Health Communication, 19 (Suppl 2), 89 - 105.
This paper highlights a multiyear research collaboration involving the California Diabetes Program, Bay Area university researchers, and San Francisco adult ESL teachers. The paper presents findings from a statewide teacher survey and a classroom pilot of a health-focused curriculum. This study represents a first step in research efforts to account more fully for the mechanisms by which social interaction and social support in the context of ESL classrooms facilitate health literacy outcomes. Link to Article
Genie Stowers & Deborah Budd
Deborah Budd & Genie N. L. Stowers. 2014. Group Differences in California Community College Transfers. Community College Journal of Research and Practice. Published Online November 17 2014. DOI: 10.1080/10668926.2013.875496.
This study explores the extent to which community colleges succeed in assisting students to transfer to four-year colleges. The study uses data from the California Community College system to test hypotheses about overall transfers and transfers of underrepresented students, It utilizes a framework based upon social reproduction theory (Bowles & Gintis, 1976) that also includes institutional factors. First, transfer rates differed significantly between groups, with African-American transfer rates being the lowest. Some of our hypotheses were supported, particularly those on the significance of communities with younger students and higher levels of education for transfer levels. A critical mass of students of underrepresented groups is also important for institutions that wish to transfer higher numbers of these students. Institutional effectiveness and level of funds spent on transfer programs did not appear to make any difference in transfer levels. One of the most important findings is that transfer dynamics are very different for each group, suggesting that administrators and policy-makers need to develop more detailed strategies to encourage higher rates of transfer.
Link to Article
Allyson Tintiangco-Cubales
Tintiangco-Cubales, A.G. and Desai, M. (2014) Kilusan 4 Kids: Critical Language for Elementary School Students. Volume II. Phoenix Publishing House International, Santa Clara, CA.
Following up the critically acclaimed PEP Sourcebook series for high school students, Allyson Tintiangco-Cubales, Maharaj Desai, and Pin@y Educational Partnerships, in collaboration with San Francisco Unified School District teachers, are proud to present the first ever Filipino American language, culture, and history resource for elementary students.
http://phoenixpublishinghouseintl.com/titles.html
Tintiangco-Cubales, A (2014). Toward an Ethnic Studies Pedagogy: Implications for K-12 Schools from the Research. The Urban Review (Vol. 47.1, pp. 104-125)
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy: culturally responsive pedagogy, community responsive pedagogy and teacher racial identity development. We then tease out these components, briefly reviewing the literature for each, leading to a synthesized definition of Ethnic Studies pedagogy. We conclude the paper by providing recommendations for practice and research in the interest of preparing and supporting effective Ethnic Studies teaching in K-12 classrooms.
Link to Article.
Tintiangco-Cubales, A.G., Mabalon, D. (2014). "Resistance and Struggle Are Sisters Revisted" Empire of Funk: Hip Hop and Representation in Filipina/o America. Ed. Mark R. Villegas, Kuttin' Kandi, and Roderick N. Labrador. San Diego, CA: Cognella Publishing
Empire of Funk: Hip Hop and Representation in Filipina/o America gives long overdue attention to the most popular cultural art form practiced by recent generations of Filipina/o American youth. A pioneering work, the anthology features the voices of artists, scholars, and activists to begin a dialogue on Filipina/o American youth culture and its relationship to race, ethnicity, gender, sexuality, and class. The text also offers the opportunity to question the future of Hip Hop itself.
Gust Yep
Yep, Gust A. (2014). Talking back: Shifting the discourse of deficit to a pedagogy of cultural wealth of international instructors in U.S. classrooms. New Directions for Teaching and Learning, 138(Summer), 83-91.
Using a combination of critical theory, post-structuralism, and critical pedagogy, this chapter calls for a shift in the ways we conceive, imagine, and represent international instructors in US classrooms. More specifically, it highlights the importance of the voices of international instructors themselves, proposes a shift from the current discourse of deficit to one of cultural wealth, and offers some directions for future research in this area.
http://onlinelibrary.wiley.com/doi/10.1002/tl.20099/full
Yep, Gust A., & Lescure, Ryan (2014). Marginalized populations. In T. L. Thompson (Ed.), Encyclopedia of Health Communication (Vol. 2, pp. 792-794). Thousand Oaks, CA: Sage.
The term marginalized populations generally refers to individuals, social groups, and communities that a particular society, at a given time, considers less valuable, worthy, and consequential. Their voices, experiences, lives, and realitites might be ignored, trivialized, and rendered invisible, unheard, and even threatening to mainstream society. Through symbolic (e.g., language) and material (e.g., social policy,) processes of marginalization, they are denied full access, privileges, rights, humanity, and power in a social and political system.
Yep, Gust A., & Lescure, Ryan (2014). Kauering "home" in Ang Lee's The Wedding Banquet. In E. Patton & M. Choi (Eds.), Home Sweat Home: Perspectives on Housework and Modern Domestic Relationships (pp. 167-182). Lanham, MD: Rowman & Littlefield.
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