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doi: 10.1080/15210960.2024.2380982pmid: N/A
In this reflective narrative I share my experience as a contingent faculty member, woman of color, and mother, working, and parenting through a global pandemic and social uprising. I utilize testimonio (Delgado Bernal et al.,2012) as a methodological tool to make visible the labor I engage in and the collective experience between contingent faculty of color and first-generation, Black, Indigenous, and Students of Color. Central to my narrative is a description of the physical, mental, and emotional impact of the pandemic for those of us who occupy spaces of tension and uncertainty: individuals with years of training and specialized knowledge who are undervalued and easily discarded by the institution; caring educators who keep students in college while we are pushed out; dedicated workers teaching in wealthy universities whose low wages maintain their status below the poverty line. In this testimonio, I describe three themes that elucidate my experience teaching through a pandemic as a Chicana lecturer, including (1) invisible and emotional labor and isolation; (2) grief, loss, and sustained mourning and (3) collective care. In the tradition of testimonios, I end with a final reflection and call to action.
Talbert, Camille Schulze; Magill, Kevin Russel; Scott, Lakia Marie; Bell, Madison
doi: 10.1080/15210960.2024.2380980pmid: N/A
Using Freire’s idea of problem-posing for critical becoming, we unpack the dialogical relationships between teacher candidates and teacher educators striving to co-labor toward critical consciousness inside and outside a diversity course at a predominantly White university. Through qualitative measures, we attempt to illuminate how dialogical relationships uniquely allow the four participant-authors to navigate challenging spaces and transform teacher education experiences. Our findings indicate the importance of problem-posing and dialogical exchange in cultivating safe and affirming spaces for teacher candidates of Color to thrive and that dialogical relationships empower all individuals in the process. We conclude with recommendations for teacher candidates of Color, their peers, and teacher educators.
Green Pulu, Melody; Cutri, Ramona Maile; Ricks, Paul H.; Young, Terrell
doi: 10.1080/15210960.2024.2380990pmid: N/A
This critical content analysis used critical literacy and critical race theory to examine eight children’s picturebooks to reveal patterns in the depictions of Black-white biracial characters. Analysis attended to protagonists’ skin tone, hair texture, and facial features. Findings identify a pattern in the text of the protagonists’ skin tone and hair texture being referenced as part of the storyline. However, the text of the picturebooks did not discuss the protagonists’ Afrocentric or Eurocentric facial features even though the illustrations depicted them. Three other trends were identified: (1) comparing Black-white biracial characters’ skin and hair to food; (2) presenting only two self-concepts for the Black-white biracial protagonists–either being “just right” or “mixed up;” and (3) portraying interracial families as either contentious or idyllic. The findings highlight how power differentials and racial socialization are embedded in the picturebooks and that opportunities for Black-white biracial counterstories must be pursued.
doi: 10.1080/15210960.2024.2380989pmid: N/A
This article utilizes the testimonios of two bilingual pre-service teachers to discuss their experiences with educational assessments in a multicultural assessment course. Utilizing educational testimonios and counter-storytelling methodology, I share the personal accounts of my participants’ P-16 experiences, discuss how they navigated barriers related to testing and assessment, and describe how these experiences impacted their educational trajectories. I explore how testimono methodology can provide a necessary tool for constructing counter-stories for pre-service teacher educators within their teacher preparation programs. My findings demonstrate how, through critical reflection, pre-service teachers are able to draw and heal from their own experiences with assessments and how this process has better prepared them to enter the field as future bilingual educators.
Leck, Mika C.; Baptiste, H. Prentice
doi: 10.1080/15210960.2024.2380984pmid: N/A
The authors in this article suggest the use of autoethnographic activities in classrooms to value and honor diversity in schools to promote multicultural education. Students can share their stories and experiences with their own voice. Autoethnography is the qualitative methodology that connects personal experiences to make meaning of social and cultural issues. Through the authors’ own accounts of their experience as a student, they share the importance for educators to build relationships with their students. This can be done by demonstrating vulnerability, showing care for the students, and including their stories in the classroom. Suggestions of how autoethnographic activities can be utilized in classrooms are offered.
Suzuki, Tadayuki; Pennell, Summer Melody; Colabucci, Lesley
doi: 10.1080/15210960.2024.2380985pmid: N/A
This manuscript explores the trends of the American Library Association’s (ALA's) Rainbow Book List Top Ten Titles for Young Readers for 2023. It provides an overview of the titles and curricular connections. The authors discuss how the 2023 Rainbow Book List offers a diversity of genres and topics and also delves deeply into portrayals of queer and trans youth and family members. These books allow ample opportunities for elementary and middle-level teachers to incorporate diverse and varied LGBTQIA+ experiences and narratives into instruction and classroom life.
doi: 10.1080/15210960.2024.2387974pmid: N/A
Two movies about events in 1963 and 1972 are discussed. They are Rustin and Shirley. The movies concern the actions of Bayard Rustin in organizing the March on Washington for Peace and Jobs and the actions of Shirley Chisholm in organizing her campaign for the Presidency of the United States. The events took place more than half a century ago. They are important historically, but they are rarely referred to in relation to current issues. The participation of Rustin and Chisholm are almost forgotten by the general public. The appearance of the movies suggests the possibility of renewed interest in those events and those times. The significance of the events and the movies is explored, and their relevance to current issues is discussed.
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