Challenging epistemologies of objectivity through collaborative pedagogy: Centering identity, power, emotions, and place in teacher education

In this essay, we discuss how we have attempted to counter the ongoing dominance and (re)inscription of White supremacist, ableist, and settler colonial ways of knowing and being within an elementary teacher education program (TEP) through a consideration of identity and power, emotions and place-based pedagogy. Our approaches indicate means for regenerating and expanding upon marginalized epistemologies in TEPs, challenging curricular epistemicide, while our stories also indicate that these approaches and related ways of knowing are intertwined with our own identities, histories and felt experiences as well as challenges to our enactment of this work

Review of journal of cardiovascular magnetic resonance 2010

There were 75 articles published in the Journal of Cardiovascular Magnetic Resonance (JCMR) in 2010, which is a 34% increase in the number of articles since 2009. The quality of the submissions continues to increase, and the editors were delighted with the recent announcement of the JCMR Impact Factor of 4.33 which showed a 90% increase since last year. Our acceptance rate is approximately 30%, but has been falling as the number of articles being submitted has been increasing. In accordance with Open-Access publishing, the JCMR articles go on-line as they are accepted with no collating of the articles into sections or special thematic issues. Last year for the first time, the Editors summarized the papers for the readership into broad areas of interest or theme, which we felt would be useful to practitioners of cardiovascular magnetic resonance (CMR) so that you could review areas of interest from the previous year in a single article in relation to each other and other recent JCMR articles [1]. This experiment proved very popular with a very high rate of downloading, and therefore we intend to continue this review annually. The papers are presented in themes and comparison is drawn with previously published JCMR papers to identify the continuity of thought and publication in the journal. We hope that you find the open-access system increases wider reading and citation of your papers, and that you will continue to send your quality manuscripts to JCMR for publication

Bilingual teachers -in -the -making: Advocates, classroom teachers, and transients

This study is essentially an exploration of how the professional identities of a group of bilingual (Spanish/English) Latino teachers-in-the-making in an Urban public school district are formed, interpreted, and enacted. Based on ethnographic methods, this study looked at the national and local discourses that influence bilingual teachers in the formation of their professional identities and the processes of how teachers ‘learn’ and enact these identities. The study found that teachers experienced and understood the prejudice that permeates characterizations of bilingual education in the nation and, as bilingual educators-in-the-making, resisted these. But at the same time many did not uncritically espouse bilingual education and bilingual education programs. This textured sense of their professional identities was mediated by their understandings of their local setting(s) and their personal histories. The mediation was reflected both in the professional development in which they were participants as well as their professional practices. One of the most significant findings in this study is that implicit in the knowledge base of bilingual teaching is a sense that bilingual teachers need to be advocates and change-agents. However, this study found that teachers perceived and enacted their professional identities in different ways. There were teachers who became advocates/change agents, some who foremost became classroom practitioners and yet others who chose to leave the profession. Moreover, teachers also differed in their beliefs about dual language models. These beliefs and practices seemed to depend on their personal and professional histories, the level of institutional support and coherence of language policy they perceived in their schools, and the actual roles they were involved in within their schools. This study suggests reconceptualizing teacher education for bilingual teachers. We could begin with viewing teacher education as a process of what teachers may become rather than what they may know. In this way, teacher education might better take into account and problematize what teachers come with in terms of their personal histories and their local understandings. Moreover, teacher education for bilingual teachers needs to more explicitly address certain built-in notions of bilingual teacher identities, such as advocacy roles and dual language implementation models

Bilingual teachers -in -the -making: Advocates, classroom teachers, and transients

This study is essentially an exploration of how the professional identities of a group of bilingual (Spanish/English) Latino teachers-in-the-making in an Urban public school district are formed, interpreted, and enacted. Based on ethnographic methods, this study looked at the national and local discourses that influence bilingual teachers in the formation of their professional identities and the processes of how teachers ‘learn’ and enact these identities. The study found that teachers experienced and understood the prejudice that permeates characterizations of bilingual education in the nation and, as bilingual educators-in-the-making, resisted these. But at the same time many did not uncritically espouse bilingual education and bilingual education programs. This textured sense of their professional identities was mediated by their understandings of their local setting(s) and their personal histories. The mediation was reflected both in the professional development in which they were participants as well as their professional practices. One of the most significant findings in this study is that implicit in the knowledge base of bilingual teaching is a sense that bilingual teachers need to be advocates and change-agents. However, this study found that teachers perceived and enacted their professional identities in different ways. There were teachers who became advocates/change agents, some who foremost became classroom practitioners and yet others who chose to leave the profession. Moreover, teachers also differed in their beliefs about dual language models. These beliefs and practices seemed to depend on their personal and professional histories, the level of institutional support and coherence of language policy they perceived in their schools, and the actual roles they were involved in within their schools. This study suggests reconceptualizing teacher education for bilingual teachers. We could begin with viewing teacher education as a process of what teachers may become rather than what they may know. In this way, teacher education might better take into account and problematize what teachers come with in terms of their personal histories and their local understandings. Moreover, teacher education for bilingual teachers needs to more explicitly address certain built-in notions of bilingual teacher identities, such as advocacy roles and dual language implementation models

College capital and constraint agency: First-Generation immigrant emergent-bilingual students\u27 college success

Background/Context: Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students\u27 pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary education. Despite there being a greater knowledge of the barriers experienced by EBs in getting to college, less is known about the resources they bring and their agency, the way they actually mobilize the resources that they possess in negotiating their success to get to and complete college. Purpose/Research Question: This study examines why and how some EB students can successfully navigate their environments in order to apply for, get into and complete a selective four-year college. It is guided by two overarching questions: (1) What forms of capital do first generation immigrant EBs draw on to apply for and navigate selective four-year college? (2) How do first generation immigrant EBs navigate and complete selective four-year college? Research Design: We examined the pathways of EBs through a conceptual framework which frames their college success as being a result of the relationship between what we refer to as their college capital which they have access to and that they draw on, and their constraint agency. Through interviews, this study analyzes 33 first generation undergraduate immigrant EBs\u27 transition to and completion of tertiary education, with further analysis being supplemented with in-depth case studies of five out of the 33 EBs. Additionally, we interviewed 14 university administrators and instructors involved in the admission and instruction of EB students on campus. Conclusions/Recommendations: EB immigrant students drew on different forms of college capital, which included traditional and non-traditional. Students who drew more on traditional kinds of capital participated more in high participatory agentive ways while students who drew more on non-traditional forms of college capital participated more in low participatory agentive ways. Both forms of participating (low and high) lead to students navigating and completing four-year college. We suggest that more differential forms of help, resources and EB-student-focused partnerships between high school, community colleges, and four-year college which include working on their agentive selves are needed as well as challenging the racism and linguicism that holds White monolingual students as the norm to configure policies and services that will help EBs\u27 postsecondary pathways

Race, Language, and Schooling in Italy’s Immigrant Policies, Public Discourses, and Pedagogies

In this article, we use the framework of critical race theory (CRT) to show how race, language, and schooling have played out in the historical project of the Italian nation-state. We then demonstrate how this historic racialized identity construction is currently excluding immigrants from Italian national identity. Finally, we argue that CRT can be a valuable alternative to intercultural education in that it both addresses the educational needs of immigrant and minority students in Italian schools and challenges racist and anti-immigrant discourses circulating in the broader society

Critically Examining the Agency and Professional Identity Development of Novice Dual Language Teachers Through Figured Worlds

Drawing on the concept of figured worlds, we examined how four preservice teachers in a monoglossically oriented teacher preparation program developed their professional identities and sense of agency as dual language teachers. Figured worlds are socially constructed and culturally recognized realms with a storyline and actors who also actively change these storylines in the course of narrating them and participating in them. Drawing on interviews and observations we showed how four teachers’ personal linguistic, racial, and cultural backgrounds interacted with external affordances including their own language ideologies and those present in their contexts, leading to the (re)construction of their figured worlds of dual language teaching. These figured worlds were mainly reshaped to include family connections and student empowerment and made salient the limitations of the teachers’ engagement with the centrality of race, power, and immigrant rights in their language ideologies