Identity Production in Figured Worlds: How some Mexican Americans become Chicana/o Activist Educators

Social Design Experiments: Toward Equity by Design

“…This is different than understanding history as an unfolding sequence of events; it involves studying how people make sense of their A c c e p t e d M a n u s c r i p t lives in dialogue with history as embodied in conceptual, material, and ideational tools as shaped by historical circumstances (see Nasir, 2011, Niesz & Krishnamurty, 2014. Urrieta (2007) captures well the notion of becoming a historicized self in his study of how Mexican-American educators came to see themselves as Chicano/a activists. Through life-history interviews, he documented the forms of participation that contributed to a shift in how the educators viewed themselves, their community's history, and their possible futures.…”

Transforming Science Learning and Student Participation in Sixth Grade Science: A Case Study of a Low-Income, Urban, Racial Minority Classroom

“…Identities-in-practice in the context of this research, therefore, refer to the identities students acquire or choose to adopt in the science classroom. Urrieta (2007) reminds us that the construction of particular kinds of figured worlds allows for both the transformation of how people conceptualize who they are and want to be as well as how that figured world takes shape over time. He writes:…”

Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

“…Similarly, Alsup (2006) reported that the teacher candidates who did not make connections between their personal visions of teaching and the context did not continue as teachers, and laments the fact that neither schools of education nor schools themselves typically provide space for this aspect of teacher development. Likewise, Urrieta (2007), who also explored teacher development in context, pointed out that participants in his study were able to perform the role of Chicano/a activist educators only when they were able to locate either a recognizable landscape relative to their own vision or to find a person with similar views with whom to interact. In contrast, participants who experienced cultural isolation struggled with enacting their vision and either created their own sites for critical engagement of their vision or delayed the process of vision enactment until later in their careers.…”