Amanda Morales

... of Racism in the Schooling of Latinas/os and ELLs SHERRY MARX 81 ... Denial: Implications for Teachers' Meaning Perspectives Toward their Mexican-American English ... bilingual education, foreign-language teaching, applied linguis-tics, intercultural communication, or related ...

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 Zembylas in Crit Stud Educ ():-,) and presumptions of White innocence and neutrality (Orozco in Crit Stud Educ,. doi. /. .) among White teachers. Such narratives have profound implications for the education of Mexican and non-White children in US schools that are herein discussed.

This article describes a collaborative, distance-delivered, teacher preparation program for rural, culturally and linguistically diverse (CLD) teacher candidates. Multiple institutions partnered with one university in order to diversify the teaching force in the region and meet the needs of CLD students living there. In describing the program’s design and implementation phases, a focus on cultural responsiveness to the candidates’ needs, their rural settings, and high populations of Latino/a students in the rural areas in which they were trained is presented. Assessment of each implementation phase guided program practice for the participants’ training as effective teachers. Relevant discussion indicates that even with responses to the pre-service teachers’ academic, social, and financial needs, issues of communication and barriers imposed by distances emerged. Additionally, while collaborative bonds among the partner institutions facilitated the candidates’ training as effective te...

This paper discusses the dynamics and challenges encountered by culturally and linguistically diverse (CLD) paraeducators who are participating in a 2+2, distance-delivered, teacher education program in the Midwest. The theoretical framework that serves as the basis of this case study is Thomas and Collier’s Prism Model (Collier, 19878: Collier & Thomas, 1989; Thomas & Collier, 1997), which focuses on the four essential dimensions of the student biography (linguistic, socio-cultural, academic, and cognitive). This case study should be understood as an account of the lived experiences of 30 CLD paraeducators in a unique recruitment and retention program designed to support all four dimensions of the student biography. To these ends, the researcher seeks to understand this pioneering project within a complex socio-political system and its implications for recruitment, retention and graduation of CLD students. Furthermore, the paper provides critical insights to inform the field concer...

In this chapter, the authors outline the ongoing dialogues, thought processes, and pedagogical moves we make as two seasoned colleagues of color attempting to enhance the cultural competence of students through a critical multicultural education course offered at a public university-based teacher education program. We document how we address many enduring moral, ethical, and epistemological questions through our practice that are unique to educators of color working at predominantly white institutions (PWIs). We frame our work within the literature on diversity and social justice pedagogy and link our own work to the broader well-documented challenges faced by many educators of color at PWIs. We tackle the thorny concept of cultural competence, offering our professional understanding of an admittedly contested topic. We draw on spirituality to ground the "heart and soul work" (Palmer, 1983) we undertake that enhances our own critical consciousness as it is continually nurtured in dialogic relation to our students.

In this ebook we document the life stories of First Generation College (FGC) students as pre-service and in-service teachers in education. Based on life story interviews of eight participants (3 postgraduates and 5 current students in teacher education) from a variety of different ethnic, racial, and socio-economic backgrounds, the purpose of our research is to better understand the lived experience of first-generation education students. Their experiences, struggles and triumphs shared in their stories serve as windows of understanding into what make them become successful teacher candidates and in-service teachers (Herrera, Morales, Holmes, Herrera-Terry, 2011; Irizarry, 2011; Shroyer, Yahnke, Morales, Dunn, & Espinoza, 2009). Furthermore, in this study, we explore what it means to be a first-generation college student as a teacher and what implications this knowledge may have for the field of teacher education.

... MELISSA A. HOLMES ... acquisition is gradual and ongoing, many educational systems expect CLD students to function at grade level with little accommodation to curriculum or instruction and few social settings in which to develop academic language (Wong Fillmore, 1991). ...

This paper discusses the findings of an evaluative case study of a systemic reform initiative in pre-service science and mathematics teacher education involving faculty and administrators from a college of education, a college of arts and sciences, three community colleges, and five K-12 school districts. This collaborative multi-institutional reform initiative fostered the simultaneous renewal of teacher education as well as K-16 teaching and learning, particularly for the growing English language learner (ELL) populations in the Midwest. The theoretical frameworks that serve as the basis of this study are the report from the Committee on Science and Mathematics Teacher Preparation (National Research Council [NRC], 2001) on educating teachers of science, mathematics, and technology and Goodlad’s model for simultaneous renewal (1994). This integrated framework supports the broad-based goals of this systemic reform and the complex nature of the collaborative process. From the data, the researchers identify the key project outcomes and the reform initiatives that supported these outcomes across the K-16 continuum, and discuss their conclusions and implications for future systemic reform in science and mathematics teacher education.

This paper discusses the findings of a qualitative, microethnographic case study of 15 nontraditional, Mexican American students as they completed their coursework in a 2+2 teacher education program in the Midwest. The theoretical frameworks that serve as the basis of this study are Tinto’s Model of Student Integration (Tinto, 1975, 1993), Bean’s attrition model (1980), and von Destinon’s empowerment model (1988). This integrated framework is an inclusive adaptation as it addresses the complex interaction among first-generation, Mexican American students’ backgrounds, geographical locations, and the institutions that serve them. The researchers identify characteristics of those students who persisted on to graduation, and they suggest critical capacities and actions among implementers that serve
as factors of support in nontraditional student retention and graduation.