Humanizing power of counter-stories: Teachers’ understandings of emergent bilinguals in rural settings

Golombek, Paula R.; Olszewska, Aleksandra; Coady, Maria R.

doi:10.1016/j.tate.2022.103655

Cited by 10 publications

(3 citation statements)

References 30 publications

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“…Although this special issue is meant to be illustrative rather than inclusive, we have aimed to illuminate areas in which additional and more nuanced research is needed and to show the ongoing need for additional studies that focus on RBSs and their diverse experiences in classrooms, schools, communities and societies. This is especially urgent given the growing number of refugees and immigrants around the globe today who remain deprived of their rights and dehumanized across the public discourse, media and education (Golombek et al, 2022;Olszewska, 2023). We hope that the advocacy in this special issue will inspire educators, scholars, teacher educators and policy-makers to propose new and transformative policies and pedagogies for the equity of the RBSs and other minoritized groups.…”

Section: Present and Future Of Multilingual Policies And Practices Wi...mentioning

confidence: 99%

Refugee-background students in the context of multilingual policies and practices

Olszewska,

Coady,

Yilmaz

2024

Journal of Multilingual Theories and Practices

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Section: Present and Future Of Multilingual Policies And Practices Wi...mentioning

confidence: 99%

Refugee-background students in the context of multilingual policies and practices

Olszewska,

Coady,

Yilmaz

2024

Journal of Multilingual Theories and Practices

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“…This represents important investigations in exploring how tests may favor specific populations and a method to investigate why such differences exist and provides future methods to investigate further why differences occur and the strengths of the learners. Other asset‐based research has focused on the use of counter stories to support historically excluded populations (Battey & Franke, 2015; Golombek et al, 2022; Rodela & Rodriguez‐Mojica, 2020). Counter stories are “stories of people whose experiences are not often told” (Solórzano & Yosso, 2002, p. 26).…”

Section: Design Principles Of Culturally Responsive Assessmentmentioning

confidence: 99%

“…Counter stories provide a space for students to articulate their lived‐in experiences (Morrison, 2017). The use of counter stories attempts to interrupt deficit ideologies and support indigenous knowledge, as well as value assets of diversity inclusive of racial, cultural context, lived experiences, and cultural wealth (Battey & Franke, 2015; Golombek et al, 2022; Rodela & Rodriguez‐Mojica, 2020). Most importantly, counter stories provide students with meaning and legitimacy without detracting from their lived experiences.…”

Section: Design Principles Of Culturally Responsive Assessmentmentioning

confidence: 99%

Culturally Responsive Assessment: Provisional Principles

Walker,

Olivera‐Aguilar,

Lehman

et al. 2023

ETS Research Report Series

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Recent criticisms of large‐scale summative assessments have claimed that the assessments are biased against historically excluded groups because of the assessments' lack of cultural representation. Accompanying these criticisms is a call for more culturally responsive assessments—assessments that take into account the background characteristics of the students; their beliefs, values, and ethics; their lived experiences; and everything that affects how they learn and behave and communicate. In this paper, we present provisional principles, based on a review of research, that we deem necessary for fostering cultural responsiveness in assessment. We believe the application of these principles can address the criticisms of current assessments.

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Teaching Multilingual Learners in Rural Communities: Negotiating Ethics of Teacher Identity

Li,

Jiang,

Sun

et al. 2024

TESOL Quarterly

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Immigration, economic, and demographic changes have brought about rich cultural and linguistic diversity in rural communities. With rural schools receiving increasing numbers of multilingual learners, providing equitable educational opportunities for multilingual learners in rural schools is a pressing issue facing educators and scholars today. However, there is limited research on how to best prepare teachers and educators to meet multilingual learners' linguistic, academic, and socioemotional needs. Drawing from a Foucauldian perspective on ethics and teacher identity, this narrative inquiry study presents data from interviews and observations with one rural teacher and ethnographic observations in a rural school in southeastern United States. Findings reveal that the teacher engaged in culturally sustaining practices for multilingual learners, defied established educational policies and prescribed community norms to advocate for multilingual students and families, and achieved ethical self‐formation to meet the telos, or end goals, of her teacher identity. The compelling stories from one rural teacher in this study shed light on the status quo of rural multilingual learner education and offer implications for teachers, education leaders, and teacher educators to positively influence the educative experiences of rural multilingual learners and promote educational equity in rural schools.

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Humanizing power of counter-stories: Teachers’ understandings of emergent bilinguals in rural settings

Cited by 10 publications

References 30 publications

Refugee-background students in the context of multilingual policies and practices

Refugee-background students in the context of multilingual policies and practices

Culturally Responsive Assessment: Provisional Principles

Teaching Multilingual Learners in Rural Communities: Negotiating Ethics of Teacher Identity

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