Teaching for Justice While Navigating Shifting Political Landscapes: Developing Criticality Requires Taking Action
Research at Alder Research Informing Our Work Home Teaching for Justice While Navigating Shifting Political Landscapes: Developing Criticality Requires Taking Action Dr. Steele’s editorial on navigating shifting political landscapes highlights the tensions science teachers and science teacher educators will face in teaching science as a tool for social justice. The editorial highlights shifts in the incoming administration’s approach to issues related to Diversity, Equity, and Inclusion while providing science teachers and science teachers educators with frameworks that highlight practical approaches to liberating pedagogies. Teaching for Justice While Navigating Shifting Political Landscapes: Developing Criticality Requires Taking Action
Mechanisms of Education Policy and Practice: A Dynamic Interplay of Race, Language, and Ability
Research at Alder Research Informing Our Work Home Mechanisms of Education Policy and Practice: A Dynamic Interplay of Race, Language, and Ability Through a qualitative case study analysis, this paper contextualizes the dynamic interplay of race, language, and ability through a conceptual framework grounded in raciolinguistics and principals of DisCrit theory, to answer the following research question: What are the tensions between the way a language radicalized student labeled as disabled is institutionally positioned by mechanisms of education policy and practice and the ways the student positions themselves? Findings shed light on how ideologies intersect and overlap to disenfranchise one student through institutional mechanisms of education policy and practice. https://docs.google.com/presentation/d/1KNtjnI1ME4e-SA8QIzcG1CGYQYRdRvRsqHv6k8hK1B4/edit#slide=id.g26e537a9f5e_0_1303
Negotiations of Language Policy in School at the Intersection of Race, Language, and Ability
Research at Alder Research Informing Our Work Home Negotiations of Language Policy in School at the Intersection of Race, Language, and Ability The session explored a case study of how language policy is enacted and negotiated by administrators and students classified as long-term English learners and disabled. Using two sections of the English Learner Federal Program Monitoring instrument, Dr. Ivan Rosales Montes surfaces the ways language policy is intertwined with disability markers at one school in California. An aim is to surface how leaders working within current policies and structures might be able to inform practice to minimize the organizational harm in the education of youth.
Beyond the Bits and Pieces: Working with Novice Teachers to Reconceptualize Language in Practice
Research at Alder Research Informing Our Work Home Beyond the Bits and Pieces: Working with Novice Teachers to Reconceptualize Language in Practice Chapter in edited volume: Equity in Multilingual Schools and Communities: Celebrating the Contributions of Guadalupe Valdés, edited by Kibler, Walqui, Bunch, Faltis This chapter describes our work as teacher educators supporting novice teachers as they conceptualize language development and design and facilitate interactive learning experiences for their multilingual students. We highlight the role that Guadalupe Valdés scholarship has played in framing our approach to teacher education and the ways we have intentionally pushed against deficit-oriented language ideologies and reductive approaches to teaching multilingual students. Link to information on the book: https://www.multilingual-matters.com/page/detail/?k=9781800417199