From Left: Tanja Burkhard, David Bwire, Brooke Harris Garad, Jung Sook Kim.
TANJA BURKHARD
BURKHARD.29@OSU.EDU
TEACHING AND LEARNING, MULTICULTURAL AND EQUITY STUDIES IN EDUCATION
VALERIE KINLOCH, ADVISOR
BLACK IMMIGRANT WOMEN AND LANGUAGE TEACHING: AN AUTOETHNOGRAPHIC APPROACH
In this presentation I will draw on an autoethnographic approach to explore the narratives of Black immigrant women in teaching and learning, particularly as they relate to notions of perceived incompetence. Using a Black transnational feminist framework, I will explore the interconnection of language, race, and gender.
DAVID BWIRE
BWIRE.1@OSU.EDU
TEACHING AND LEARNING, LANGUAGE, EDUCATION, AND SOCIETY
VALERIE KINLOCH, ADVISOR
THE CLASSROOM AS AN INCLUSIVE PUBLIC SPACE: EXPLORING LANGUACULTURAL ENGAGEMENT IN AN ALASKA-KENYA COLLABORATION
Informed by the benefits of an inclusive public space for learners, I examine how implicit and explicit culture shape communication, seen through language use by students in an Alaska-Kenya collaboration. I argue for bridging in- and out-of-class experiences with beyond-local connections, as a viable education strategy in our transcultural world.
BROOKE HARRIS GARAD
HARRISGARAD.1@OSU.EDU
TEACHING AND LEARNING, MULTICULTURAL AND EQUITY STUDIES IN EDUCATION
VALERIE KINLOCH, ADVISOR
GLOBAL PEDAGOGIES: LEARNING FROM IMMIGRANT EDUCATORS ABOUT TEACHING IMMIGRANT YOUTH
In community-based after-school environments, educators reflect the racial, cultural, and linguistic backgrounds of their youth participants. What can we learn, particularly from immigrant educators, about meeting the needs of English language learners, students of color, and immigrant students in and beyond U.S. public schools?
JUNG SOOK KIM
KIM.4277@OSU.EDU
TEACHING AND LEARNING, LANGUAGE, EDUCATION, AND SOCIETY
ELAINE RICHARDSON, ADVISOR
RETHINKING THE DISCOURSE OF DIVERSITY: NEGOTIATING LANGUAGE IDEOLOGIES AND IDENTITIES AMONG INTERNATIONAL TEACHING ASSISTANTS
The present research illuminates and problematizes oppressing discourses of diversity in pedagogical practices by critically investigating the relation between language ideologies and international students’ identity construction.