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The dynamics of foreign language values in Sweden: a social history ; Dinamika vrednot tujih jezikov na Švedskem: socialna zgodovina
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In: CEPS Journal 12 (2022) 1, S. 125-146 (2022)
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Threat assessment, sense making, and critical decision-making in police, military, ambulance, and fire services
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In: Research outputs 2022 to 2026 (2022)
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The Influence of L1 and L2 Phonological Awareness on L2 Vocabulary Learning ...
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Digital and Spatial Humanities Mapping: Eurasia-Pacific Early Trade and Belief Linkages
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In: Monsoon: South Asian Studies Association Journal (2022)
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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Apprendre à interagir en classe de FLE : la situation d'invitation ; : Learning to interact in the French language classroom: the invitation situation
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In: ISSN: 1023-2044 ; Bulletin suisse de Linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-03349826 ; Bulletin suisse de Linguistique appliquée, Neuchâtel : Institut de linguistique de l'Université, 2021, Cahier VALS-ASLA, Numéro spécial 2020, pp.107-128 ; https://www.vals-asla.ch/fr/revue/ (2021)
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Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
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In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
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In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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Do adults with dyslexia have syntactic processing difficulties that affect their word learning through reading as they read syntactically complex passages? ...
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Towards a Culturally Sustaining Pedagogy: Learning from Black Teachers in Rural South Georgia
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In: Electronic Theses and Dissertations (2021)
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Abstract:
This is an exploration of what I have learned from veteran Black teachers in rural South Georgia regarding classroom practices on teaching Black students. Through the framework of Critical Race Theory (Bell, 1992; Delgado, 2017; Dixson & Rousseau, 2006; Ladson-Billings, 2003; Ladson-Billings & Tate, 2006; Solórzano & Yosso, 2002), I focus on systemic racism against historically obstructed African American children from reaching their full potential. Methodologically, I utilize critical race counterstory (Bell, 1992; Bamberg & Andrews, 2004; Baszile, 2014; Delgado, 1989/2000; He & Ross, 2012; Solórzano & Yosso, 2002; Ladson-Billings, 1998) in order to challenge the dominant metanarrative. My study analyzes the counter stories of veteran Black teachers, who have had extensive classroom experiences in rural South Georgia as well as having had the lived experiences of being students in the public-school systems of rural South Georgia themselves. The counterstories that I have collected, comes from veteran Black teachers that I have had the pleasure of working with for many years. I portray their experiences and incorporate fiction along with other forms of data that I have collected. Using fiction as counterstories allows me not only to depict their stories but also to highlight injustices in the world during the timeframe of their experiences. Grounded in research text from the perception of the researcher and participants, I compose their stories in a meaningful way while touching on various educational, political, and social moments in history. The following themes have been identified from my inquiry: (1) Black students are often in a classroom environment where they do not fully trust their teachers and feel disrespected for who they are as individuals. (2) If we listen to the counternarratives of our Black teachers, we will gain a deeper understanding of the injustices occurring in our Black student population. As teachers of Black students, we must act upon these counterstories to provide positive classroom experiences for our students. (3) Biases and racism towards Black students perpetuate injustices in our schools, which lead to them not receiving an equal education to their white counterparts, and it is up to us to act upon what we learn from these counterstories to even the playing field for our students.(4) Culturally responsive teaching has been proven effective for the success of Black students. Utilizing a culturally sustaining pedagogy (CSP) shows students that you value and respect them, the communities that they come from and are willing to assist in maintaining who they are. I convey these stories to dispel the myths and biases about teaching Black students in rural South Georgia and allow for noteworthy advice on how to appropriately educate these students utilizing their assets, preserving their culture, and heightening the teachers as well as the student’s critical consciousness. By presenting a fresh perspective on classroom practices, I hope that the dominant culture can not only acknowledge but also validate Black teachers and the expertise that they hold regarding teaching Black students in our society.
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Keyword:
and Multicultural Education; Asset based teaching; Bilingual; Counterstorytelling; Critical consciousness; Critical race theory; Cultural Sustaining Pedagogy; Curriculum and Social Inquiry; Dominant discourse; Majoritarian story; Multilingual; Sociopolitical awareness; Status quo; White Privilege; Whiteness
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URL: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=3543&context=etd
https://digitalcommons.georgiasouthern.edu/etd/2349
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Promoting intercultural competence and social awareness through cooperative activities in higher education
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La construcción de sentido en la relación de pareja: una propuesta con implicaciones prácticas en la psicoterapia y en la educación sexual
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The dynamic of being: awareness of the body for a liberated voice
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In: https://hal.archives-ouvertes.fr/hal-02883936 ; 2020 (2020)
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Early Language Environments Predict Aspects of Explicit Language Awareness Development
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In: LANGUAGE LEARNING, vol 70, iss 2 (2020)
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Communicating Awareness About COVID-19 Through Songs: An Example From Ghana.
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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The effect of bilingual education on housing price-a case study of bilingual school conversion
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Early reading correlates in language impairment (Newbury et al., 2020)
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