Family Literacy: A Critical Inquiry–Based Approach to English Language Acquisition

Rolander, Kathleen

doi:10.1002/tesj.304

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…They might develop culturally responsive "food-based literacy" (Durá, Salas, Medina-Jerez, & Hill, 2015). They might incorporate home-based literacy 30 THE COUNTER-DEFICIT LENS practices, including testimonios to support English Language Learner students (DeNicolo et al, 2015;Orosco, 2010;Rolander, 2018). They can incorporate new media about student home lives to teach writing (Schwartz, 2015).…”

Section: Challenging Ideology and Accepting Structuresmentioning

confidence: 99%

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Kolluri

Tichavakunda

2022

Review of Educational Research

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Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the duality of racial oppression. Racism is ideological and structural. Ideologically, racism shapes how communities of color are perceived and how they are treated in educational settings. Structurally, racism is embedded in histories and policies that systematically disadvantage racially minoritized people. Both processes matter to educational inequality. However, in this review of counter-deficit literature, we find that racism is primarily understood by way of ideology and seldom by way of structures. This framing has important implications for how schools can support racially minoritized students to overcome racism in schools and communities.

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Section: Challenging Ideology and Accepting Structuresmentioning

confidence: 99%

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Kolluri

Tichavakunda

2022

Review of Educational Research

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“…The power relationship decreases with a non-threatening physical space and it helps participants to open their hearts to the community. On the other hand, many previous studies conducted critical literacy in classroom practice in order to help students' academic performance and develop their critical thinking (Philpot & Smith, 2018;Rolander 2018;Weninger, 2018).…”

Section: -Tila Tequilamentioning

confidence: 99%

Chinese Transnational Adolescents’ Responses to Multicultural Children’s Literature in Culture Circles

Chen¹

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an American philosopher, said, "Life is a journey, not a destination." My respected boss and professor, Dr. Wen-Rey Bosco Lee at Wenzao Ursuline University, gave me a card with this quote for blessing before I left for studying abroad. This quote has been carved in my heart since August 8, 2011, the date I waved goodbye to my family, friends, and respected teachers in Taiwan for graduate studies in the United States. As eight years have passed, I have come to realize a deeper meaning of this quote rather than a literary meaning. I was a shortsighted and aggressive person. Everything I planned to do was to earn applause, approval and validation from others. However, during these eight years of my graduate and doctoral journey, I realized that I need to be humble. Everything has happened in my life has reasons for each season, which made the journey meaningful and initiated personal growth in different areas of my life. I could not have completed my doctoral dissertation and received a degree of Doctorate in Education without the professional, emotional, and spiritual support from my professors, family, and friends. Recalling the people I have met in the past and now, I do not know how to express my gratitude to them whose support has made me become a better version of myself. First of all, I deeply appreciate my co-chair advisors, Dr. Eun Hye Son and Dr. Stan Steiner for their belief in me while I was growing as a teacher and a researcher during my Ed.D journey. Floods of tears overflowed my cheeks at every other virtual meeting and their words strengthened me with hope. Inspired by Dr. Son's PhD xi your support, I can stay calm and move on. To my dearest big sister, Ching-Li (Yvonne) Meng, I do not know how to express my gratitude to you. Thank you for walking with me when I was in difficult times. This helped me continue to write my dissertation with hope. To my dear friend and sister, Tiffany Tu, I feel so blessed to meet you. Thank you for sharing parenthood and womanhood with me and proofreading my writing. To my child's schoolteacher, Mrs. Humera Ahmed and principal, Mrs. Nilda Beauchamp, thank you for your partnership with me and providing me with professional resources. Without your partnership, I could not play mama's role well during this critical time. Moreover, I would like to express my appreciation to my good friends and professional editors: Jaqueline (Jackie) Castine, Moira May, and Laurie Grapperhaus. Thank you for editing my dissertation papers and sharing what American culture is like with me. Because of working with you in these past years, I have been growing my interest in writing. I believe that completing this dissertation project is not the end. We will continue to work on other writing projects together in the near future. My gratitude also goes out to my teachers during my schooling time in Taiwan. Dr. Wen-Rey Bosco Lee, thank you for teaching me to work wisely and always having a blueprint in mind before acting. Dr. Mei-Hua Margaret Chen, your teaching style inspires me. Thank you for a...

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English language ability and discursive agency: the case of Canadian adult English language learners on facebook

Ippolito

2021

Critical Inquiry in Language Studies

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Family Literacy: A Critical Inquiry–Based Approach to English Language Acquisition

Cited by 5 publications

References 17 publications

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Chinese Transnational Adolescents’ Responses to Multicultural Children’s Literature in Culture Circles

English language ability and discursive agency: the case of Canadian adult English language learners on facebook

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