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Bilingual Research Journal
The Journal of the National Association for Bilingual Education
Volume 32, 2009 - Issue 1
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Research Articles

Moving Toward Critical Cultural Consciousness in ESOL and Bilingual Teacher Education

Maria Dantas-Whitney Western Oregon University, Correspondence[email protected]
&
Eileen Dugan Waldschmidt University of New Mexico,
Pages 60-76 | Published online: 08 Jun 2009

Citations (14)

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Read on this site (5)

Armando Garza Ayala. (2023) “Go Back to Mexico:” Linguistic Violence, Bilingualism, and Identity of Latina/o/x Bilingual Adolescents. Journal of Latinos and Education 22:4, pages 1597-1611.
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Blanca Caldas. (2021) “I Felt Powerful”: Imagining Re-existence Through an Embodied Fugitive Pedagogy for Mexican American/Latinx Teachers. Equity & Excellence in Education 54:2, pages 136-151.
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Hyunhee Cho. (2018) Professional judgement and cultural critical consciousness: the dynamics of teachers’ decision-making for teaching controversial cultural issues. Multicultural Education Review 10:4, pages 253-273.
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Blanca Caldas. (2018) “More meaningful to do it than just reading it:” rehearsing praxis among Mexican-American/Latinx pre-service teachers. Teaching Education 29:4, pages 370-382.
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Deborah K. Palmer. (2018) Supporting Bilingual Teachers To Be Leaders for Social Change: “I must create advocates for biliteracy.”. International Multilingual Research Journal 12:3, pages 203-216.
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Articles from other publishers (9)

Rhonda D. Miller, Lydia Gerzel-Short, Jerae H. Kelly, Nicole Uphold, Yun-Ju Hsiao, Katrina A. Hovey & Yan Wei. (2023) Preparing culturally responsive teachers: a systematic review. Multicultural Learning and Teaching 0:0.
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Melinda Martin-Beltrán, Carmen Durham & Amanda Cataneo. (2023) Preservice teachers developing humanizing intercultural competence during field-based interactions: Opportunities and challenges. Teaching and Teacher Education 124, pages 104008.
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Wen-Chia Chang & Kara Mitchell Viesca. (2022) Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research. Teachers College Record: The Voice of Scholarship in Education 124:2, pages 197-224.
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Su Jung Um & Hyunhee Cho. (2022) Creating the space of possibility: The dynamics of multiculturalism, neoliberalism, and nationalism in South Korean prospective teachers learning to teach for social justice. Teaching and Teacher Education 110, pages 103605.
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Ana Solano-Campos, Megan Hopkins & Laura Quaynor. (2018) Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory. Journal of Teacher Education 71:2, pages 203-217.
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Rebecca M. Sánchez, Karla V. Kingsley, Amy Sweet, Eileen Waldschmidt, Carlos A. LópezLeiva, Leila Flores-Dueñas, Nancy Pauly, Sylvia Celedón-Pattichis & Hollie Putnam. 2020. Integrating Social Justice Education in Teacher Preparation Programs. Integrating Social Justice Education in Teacher Preparation Programs 101 123 .
Trish Morita‐Mullaney. 2019. The Handbook of TESOL in K‐12. The Handbook of TESOL in K‐12 423 439 .
Alina Slapac, Kim H. Song & Cynthia C. Chasteen. 2016. Intercultural Responsiveness in the Second Language Learning Classroom. Intercultural Responsiveness in the Second Language Learning Classroom 1 21 .
최수정. (2013) Critical Pedagogy in the Real World: Teachers’ Experiences in Local Contexts. The Jungang Journal of English Language and Literature 55:3, pages 505-536.
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