Exploring the ideologies of 76 teachers from one Guatemalan community

References

• Adichie, C. N. 2009. “The Danger of a Single Story [TED Talk]” TEDGlobal. http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
   Google Scholar
• Aliakbari, M., and E. Faraji. 2011. “Basic Principles of Critical Pedagogy.” Paper presented at the 2nd International Conference on Humanities, Historical and Social Sciences, Cairo, Egypt, October 21 –23.
   Google Scholar
• AVANCSO. 2008. Las políticas del reconocimiento. Una mirada al quehacer sobre racismo y discriminación en Guatemala. Guatemala City: AVANCSO.
   Google Scholar
• Avivara. 2017. “Giving Hope to the Future through Education” http://www.avivara.org/aboutguatemala/educationinguatemala.html
   Google Scholar
• Bartolomé, L. 1994. “Beyond the Methods Fetish: Toward a Humanizing Pedagogy.” In Breaking Free: The Transformative Power of Critical Pedagogy, edited by P. Leistyna, A. Woodrum, and S. Sherblom, 229–252. Cambridge, MA: Harvard Educational Review.
   Google Scholar
• Bastos, S., and M. Camus. 2003. Entre el mecapal y el cielo. Desarrollo del movimiento maya en Guatemala. Cholsamaj, Guatemala: FLACSO.
   Google Scholar
• Bastos, S., and R. Brett, eds. 2010. El movimiento maya de Guatemala en la década después de la paz. Guatemala City: FyG Editores.
   Google Scholar
• Bastos, S. 1996. “Los indios, la nación y el nacionalismo.” Espiral: Estudios sobre Estado y Sociedad 2 (6): 161–205.
   Google Scholar
• Bastos, S. 2012. “Multicultural Projects in Guatemala: Identity Tensions and Everyday Ideologies.” Latin American and Caribbean Ethnic Studies 7 (2): 155–172. doi:https://doi.org/10.1080/17442222.2012.686331.
   Google Scholar
• Bell, L. A., S. Washington, G. Weinstein, and B. Love. 2007. “Knowing Ourselves as Social Justice Educators.” In Teaching for Diversity and Social Justice, edited by M. Adams, L. A. Bell, and P. Griffin, 381–394. New York: Routledge.
   Google Scholar
• Bishop, R. S. 1990. “Mirrors, Windows, and Sliding Glass Doors.” Perspectives: Choosing and Using Books for the Classroom 6 (3): ix–xi.
   Google Scholar
• Bormann, E., J. Cragan, and J. Shields. 2003. “Defending Symbolic Convergence Theory from an Imaginary Gun.” Quarterly Journal of Speech 89 (4): 366–372. doi:https://doi.org/10.1080/0033563032000160990.
   Web of Science ®Google Scholar
• Bormann, E. 1983. “Symbolic Convergence: Organizational Communication and Culture.” In Communication and Organizations: An Interpretive Approach, edited by L. L. Putnam and M. E. Pecanowsky, 99–122. Beverly Hills, CA: Sage.
   Google Scholar
• Camus, M. 2010. “La Movilización Indígena En Huehuetenango.” In El movimiento maya de Guatemala en la década después de la paz, edited by S. Bastos and R. Brett, 267–312. Guatemala City: FyG Editores.
   Google Scholar
• Casaus, M. 1998. La metamorfosis del racismo en Guatemala. Uk’exwachixiik ri Kaxlan Na’ooj pa Iximuleew. Guatemala: Cholsamaj.
   Google Scholar
• Castillo, I. 2010. “En Torno a Especificidades Observables En Movimientos Indígenas De Lucha Contra La Acumulación Global En El Altiplano Occidental Guatemalteco.” In El movimiento maya de Guatemala en la década después de la paz, edited by S. Bastos and R. Brett, 313–348. Guatemala City: FyG Editores.
   Google Scholar
• Clandinin, D. J., and J. Husu. 2017. The Sage Handbook of Research on Teacher Education. London: Sage Publications.
   Google Scholar
• Cochran-Smith, M., S. Feinman-Nemser, D. J. McIntyre, and K. E. Demers, eds. 2008. Handbook of Research on Teacher Education: Enduring Questions on Changing Contexts. New York: Routledge Taylor and Francis Group.
   Google Scholar
• Cojtí, D. 1997. Ri Maya’ Moloj Pa Iximulew. Cholsamaj, Guatemala: El Movimiento Maya. Guatemala City: Editorial Cholsamaj.
   Google Scholar
• Cojtí, D. 2005. Ri K’ak’a Saqamaq’ Pa Iximulew. La Difícil Transición Al Estado Multinacional. El Caso Del Estado Monotécnico De Guatemala. Guatemala City: Editorial Cholsamaj.
   Google Scholar
• Coney, L. 2016. “The First Step toward Social Justice: Teacher Reflection.” In The Importance of Social Justice in English Language Teaching, edited by C. Hastings and L. Jacob, 11–23. Alexandria, VA: TESOL Press.
   Google Scholar
• Corbin, J., and A. Strauss. 2015. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. 4th ed. Thousand Oaks, CA: Sage Publishing.
   Google Scholar
• Creese, A., and A. Blackledge. 2011. “Ideologies and Interactions in Multilingual Education: What Can an Ecological Approach Tell Us about Bilingual Pedagogy?.” In Language Policy for the Multilingual Classroom, edited by C. Hélot and M. Ó. Laoire, 3–21. Bristol: Multilingual Matters.
   Google Scholar
• Crowe, E. 2010. Measuring What Matters: A Stronger Accountability Model for Teacher Education. Washington, DC: Center for American Progress.
   Google Scholar
• Daniel, M., ed. 2017. Culture, Language and Curricular Choices: What Teachers Need to Know about Planning Instruction for English Learners. Lanham, MD: Rowman and Littlefield Publishers.
   Google Scholar
• Daniel, M., and C. Riley. 2018. “The Quest for Social Justice: Developing Democratic Ideals and Practices in Elementary Social Studies Classrooms.” In Transforming Practices for the Elementary Classroom, edited by J. Sharkey, 67–84. Alexandria, VA: TESOL Press.
   Google Scholar
• Daniel, M., and X. Burgin. 2021. “Working with Teachers on Culturally Affirming Instruction in Guatemala.” Intercultural Education 32 (5): 5. doi:https://doi.org/10.1080/14675986.2021.1962107.
   Web of Science ®Google Scholar
• Daniel, M. 2016. “Critical Pedagogy’s Power in English Language Teaching.” In The Importance of Social Justice in English Language Teaching, edited by L. R. Jacobs and C. Hastings, 25–38. Alexandria, VA: TESOL Press.
   Google Scholar
• Duffy, M. 1997. “High Stakes: A Fantasy Theme Analysis of the Selling of Riverboat Gambling in the State of Iowa.” Southern Communication Journal 62 (2): 117–132. doi:https://doi.org/10.1080/10417949709373046.
   Google Scholar
• Eberhard, D. M., G. F. Simons, and C. D. Fennig. 2019. Ethnologue: Languages of the World. 22nd ed. Dallas: SIL International. http://www.Ethnologue.com
   Google Scholar
• Faundez, A. 2001. “Learning to Question: A Pedagogy of Liberation.” In The Paulo Freire Reader, edited by A. M. Araújo Freire and D. Macedo, 186–230. New York: Continuum International.
   Google Scholar
• Faust, H. 2016. “Understanding Privilege: Considerations for Teaching and Teacher Training toward Social Justice.” In The Importance of Social Justice in English Language Teaching, edited by L. R. Jacob and C. Hastings, 147–164. Alexandria, VA: TESOL Press.
   Google Scholar
• Fránquiz, M. E., A. A. Ortiz, and G. Lara. 2019. “Co-editor’s Introduction: Humanizing Pedagogy, Research and Learning.” Bilingual Research Journal 42 (4): 381386. doi:https://doi.org/10.1080/15235882.2019.1704579.
   Web of Science ®Google Scholar
• Freire, P. 1970. Pedagogy of the Oppressed. New York: Herder & Herder.
   Google Scholar
• Freire, P. 1998. Pedagogy of Freedom: Ethics, Democracy and Civil Courage. Lanham, MD: Rowman and Littlefield Publishers.
   Google Scholar
• Freire, P. 2002. Pedagogy of the Oppressed. New York: Continuum International.
   Google Scholar
• García, O., and L. Wei. 2014. Translanguaging: Language, Bilingualism, and Education. London: Palgrave Macmillan.
   Google Scholar
• Gargiulo, A. 2017. “Exploring the Poverty Rate in Guatemala” Borgen Review. hhtps://borgenproject.org
   Google Scholar
• Gathercoal, F. 2004. Judicious Discipline. San Francisco: Caddo Gap Press.
   Google Scholar
• Gay, G. 2002. “Preparing for Culturally Responsive Teaching.” Journal of Teacher Education 53 (2): 106–116. doi:https://doi.org/10.1177/0022487102053002003.
   Web of Science ®Google Scholar
• Gee, J. P. 1998. “The New Literacy Studies: From “Socially Situated” to the Work of the Social” James Paul Gee. October. http://jamespaulgee.com/pdfs/The%20New%20Literacy%20Studies%20and%20the%20Social%20Turn.pdf
   Google Scholar
• Giroux, H. A., and C. G. Robbins. 2006. The Giroux Reader. Boulder, CO: Paradigm.
   Google Scholar
• Giroux, H. A. 1988. Teachers as Intellectuals: Towards a Critical Pedagogy of Learning. Granby, MA: Praeger.
   Google Scholar
• Goldin, L. A. 2009. Global Maya: Work and Ideology in Rural Guatemala. Tucson: University of Arizona Press.
   Google Scholar
• González, N., L. Moll, and C. Amanti. 2005. Funds of Knowledge for Teaching in Latino Households. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
   Google Scholar
• Goodman, D. 2011. Promoting Diversity and Social Justice. New York: Routledge.
   Google Scholar
• Goodman, Y., and K. Allen. 2017. “Language Is a Resource: Revaluing Readers’ Transliteracies through Miscue Analysis and Retrospective Miscue Analysis (RMA).” In Culture, Language, and Curricular Coices: What Teachers Want to Know about Planning Instruction for English Learners, edited by M. C. Daniel, 59–86. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Grandin, G. 2000. The Blood of Guatemala: A History of Race and Nation. Durham, NC: Duke University Press.
   Google Scholar
• Hawkins, M., and B. Norton. 2009. “Critical Language Teacher Education.” In Cambridge Guide to Second Language Teacher Eeducation, edited by A. Burns and J. C. Richards, 30–39. Cambridge: Cambridge University Press.
   Google Scholar
• Holbrock, M. J. 2016. Mayan Literacy Reinvention in Guatemala. Albuquerque, NM: University of Albuquerque Press.
   Google Scholar
• Hornberger, N. 2008. Encyclopedia of Language and Education. 2nd ed. New York: International Springer Science, Technology, Medicine.
   Google Scholar
• Jakar, V. S., and A. Milofsky. 2016. “Bringing Peacebuilding into the English Language Classroom.” In The Importance of Social Justice in English Language Teaching, edited by C. Hastings and L. Jacob, 41–48. Alexandria, VA: TESOL Press.
   Google Scholar
• Magga, O. H., I. Nicolaisen, M. Trask, R. Dunbar, and T. Skutnabb-Kangas. 2005. Indigenous Children’s Education and Indigenous Languages. New York: United Nations.
   Google Scholar
• McIntosh, P. 2009. White People Facing Race: Uncovering the Myths that Keep Racism in Place. Saint Paul, MN: Saint Paul Foundation.
   Google Scholar
• McIntosh, P. 1998. “White Privilege: Unpacking the Invisible Knapsack.“ Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education, and Staff Development, edited by E, Lee, D, Menkart, and M, Okazawa-Rey, 79–82. Wellesley, MA: Network of Educators on the Americas.
   Google Scholar
• MINEDUC (Ministry of Education) and OEER (General Office of Evaluation and Educational Research). 2014. “Informe Departamental y Municipal de Primaria.”
   Google Scholar
• Mongabay. 2015. “The Largest Cities in Guatemala” Accessed 11 May 2019. https://population.mongabay.com/population/guatemala
   Google Scholar
• Murillo, L. A., and P. H. Smith. 2011. “‘I Will Never Forget That!’ Lasting Effects of Language Discrimination on Language-Minority Children in Colombia and on the U.S.–Mexico Border.” Childhood Education 8 (73): 147–153. doi:https://doi.org/10.1080/00094056.2011.10521714.
   Google Scholar
• Norton, B., and R. Toohey. 2004. Critical Pedagogies and Language Learning. Cambridge: Cambridge University Press.
   Google Scholar
• Orozco, M., and M. Valdivia. 2017. “Educational Challenges in Guatemala and Consequences for Human Capital and Development” The Dialogue. https://www.thedialogue.org
   Google Scholar
• Phillipson, R. 1992. Linguistic Imperialism. Oxford: Oxford University Press.
   Google Scholar
• Richards, J., and M. Richards. 1996. “Maya Education: A Historical and Contemporary Analysis of Mayan Language Education Policy.” In Maya Cultural Activism in Guatemala, edited by E. F. Fischer and R. McKenna Brown, 208–211. Austin: University of Texas Press.
   Google Scholar
• Rodriguez, A. D. 2013. “Bilingual and ESL Pre-Service Teachers Learn about Effective Instruction for ELLs through Meaningful Collaboration.” GIST Education and Learning Research Journal 7: 12–34.
   Google Scholar
• Rosenblatt, L. 1978. The Reader, the Text, and the Poem: The Practical Theory of the Literacy Work. Carbondale: Southern Illinois University Press.
   Google Scholar
• Ruiz, R. 1984. “Orientations in Language Planning.” NABE Journal 8 (2): 15–34. doi:https://doi.org/10.1080/08855072.1984.10668464.
   Google Scholar
• Skutnabb-Kangas, T. 2009. “What Can TESOL Do in Order Not to Participate in Crimes against Humanity?” TESOL Quarterly 43 (2): 340–344. doi:https://doi.org/10.1002/j.1545-7249.2009.tb00176.x.
   Web of Science ®Google Scholar
• Soto Gómez, E., M. J. Serván Núñez, N. Peña Trapero, and A. I. Pérez Gómez. 2019. “Action Research through Lesson Study for the Reconstruction of Teachers’ Practical Knowledge. A Review of Research at Málaga University Spain.” Educational Action Research 27 (4): 527–542. doi:https://doi.org/10.1080/09650792.2019.1610020.
   Web of Science ®Google Scholar
• Taylor, C. 2013. Seeds of Freedom: Liberating Education in Guatemala. Boulder, CO: Paradigm Publishers.
   Google Scholar
• United States Institute of Peace. 2007. “Peace Agreements Digital Collection: Guatemala.” Accessed 20 October 2018 http://www.usip.org/library/pa/guatemala/guat_95031.html
   Google Scholar
• Verhoeven, L., and A. Y. Durgunoglu. 1998. “Perspectives on Literacy Development in Multilingual Contexts.” In Literacy Development in a Multilingual Context: Cross-Cultural Perspectives, edited by L. Verhoeven and A. Y. Durgunoglu, ix–xvii. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Vygotsky, L. S. 1986. Thought and Language. Cambridge, MA: MIT Press.
   Google Scholar
• Vygotsky, L. S. 2002. Pedagogy of the Oppressed. 39th anniversary ed. New York: Continuum.
   Google Scholar
• World Fact Book. 2017. “Guatemala” Central Intelligence Agency Library. https://www.cia.gov/the-world-factbook/countries/guatemala
   Google Scholar