WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Frank Hernandez, Elizabeth Murakami, PhD, and othersWilliam Kritsonis
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Frank Hernandez, Elizabeth Murakami, PhD, and othersWilliam Kritsonis
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Presented as an introduction to the study beginning in the fall - a personal reflection and literature review of the need to incorporate multicultural literature in the classroom on a frequent and regular basis to assist not only with reading skills, but in self development, esteem, and identification. Shared at UCF's International Conference on Poverty, Globalization, and Education: A Holistic Approach in February, 2015.
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
The Benefits of a Diverse Teaching Force 12 15-13Vic Nixon
Many school districts in Texas promote diversity in their mission statements. Some actually promote teacher diversity on their campuses. Is this done to be politically correct or are there actual measureable benefits for having diverse teachers in schools? This presentation explores the research-based reasons how a diverse teaching force is related to student achievement.
This book asks us to think about the power of words, the power of language attitudes, and the power of language policies as they play out in our
educational and political institutions. Written with pre-service teachers and
practicing teachers in mind, the book addresses how teachers can alert students to the realities of language and power so that existing language doctrine based on false assumptions and faulty logic is not perpetuated
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Presented as an introduction to the study beginning in the fall - a personal reflection and literature review of the need to incorporate multicultural literature in the classroom on a frequent and regular basis to assist not only with reading skills, but in self development, esteem, and identification. Shared at UCF's International Conference on Poverty, Globalization, and Education: A Holistic Approach in February, 2015.
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
The Benefits of a Diverse Teaching Force 12 15-13Vic Nixon
Many school districts in Texas promote diversity in their mission statements. Some actually promote teacher diversity on their campuses. Is this done to be politically correct or are there actual measureable benefits for having diverse teachers in schools? This presentation explores the research-based reasons how a diverse teaching force is related to student achievement.
This book asks us to think about the power of words, the power of language attitudes, and the power of language policies as they play out in our
educational and political institutions. Written with pre-service teachers and
practicing teachers in mind, the book addresses how teachers can alert students to the realities of language and power so that existing language doctrine based on false assumptions and faulty logic is not perpetuated
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Gloria Ladson-Billings But Thats Just Good Teaching! Th.docxwhittemorelucilla
Gloria Ladson-Billings
But That's Just Good Teaching! The Case
for Culturally Relevant Pedagogy
FOR THE PAST 6 YEARS I have been engaged in
research with excellent teachers of African American
students (see, for example, Ladson-Billings, 1990,
1992b, 1992c, 1994). Given the dismal academic
performance of many African American students (The
College Board, 1985), I am not surprised that various
administrators, teachers, and teacher educators have
asked me to share and discuss my findings so that
they might incorporate them in their work. One usual
response to what I share is the comment around which
I have based this article, "But, that's just good
teaching!" Instead of some "magic bullet" or intricate
formula and steps for instruction, some members of
my audience are shocked to hear what seems to them
like some rather routine teaching strategies that are a
part of good teaching. My response is to affirm that,
indeed, I am describing good teaching, and to
question why so little of it seems to be occurring in
the classrooms populated by African American
students.
The pedagogical excellence I have studied is
good teaching, but it is much more than that. This
article is an attempt to describe a pedagogy I have
come to identify as "culturally relevant" (Ladson-
Billings, 1992a) and to argue for its centrality in the
academic success of African American and other
children who have not been well served by our
nation's public schools. First, I provide some
background information about
Gloria Ladson-Billings is associate professor of education at the
University of Wisconsin-Madison.
THEORY lNTO PRACTICE, Volume 34, Number 3, Summer 1995
Copyright 1995 College of Education, The Ohio State University
0040-5841/95$1.25
other attempts to look at linkages between school
and culture. Next, I discuss the theoretical grounding
of culturally relevant teaching in the context of a 3-
year study of successful teachers of African
American students. I conclude this discussion with
further examples of this pedagogy in action.
Linking Schooling and Culture
Native American educator Cornel Pewewardy
(1993) asserts that one of the reasons Indian children
experience difficulty in schools is that educators
traditionally have attempted to insert culture into the
education, instead of inserting education into the
culture. This notion is, in all probability, true for
many students who are not a part of the White,
middle-class mainstream. For almost 15 years,
anthropologists have looked at ways to develop a
closer fit between students' home culture and the
school. This work has had a variety of labels
including "culturally appropriate" (Au & Jordan,
1981), "culturally congruent" (Mohatt & Erickson,
1981), "culturally responsive" (Cazden & Leggett,
1981; Erickson & Mohatt, 1982), and "culturally
compatible" (Jordan, 1985; Vogt, Jordan, ...
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
School of Education and Human Development at the University of.docxanhlodge
School of Education and Human Development at the University of Colorado Denver
source
CLDE Faculty Publications
Culturally and Linguistically Diverse Education
(CLDE) Faculty Scholarship
2011
Mindful Reflection as a Process for Developing
Culturally Responsive Practices
Barbara Dray
University of Colorado Denver, [email protected]
Debora Basler Wisneski
Follow this and additional works at: http://source.ucdenver.edu/clde_publications
Part of the Bilingual, Multilingual, and Multicultural Education Commons
This Article is brought to you for free and open access by the Culturally and Linguistically Diverse Education (CLDE) Faculty Scholarship at source. It
has been accepted for inclusion in CLDE Faculty Publications by an authorized administrator of source. For more information, please contact
[email protected]
Recommended Citation
Dray, B. J. & Wisneski, D. B. (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING
Exceptional Children, 44(1), 28-36.
http://source.ucdenver.edu?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/785?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
mailto:[email protected]
Becoming a culturally responsive edu-
cator has been at the forefront of the
movement to reduce inappropriate
referrals to special education and dis-
proportionate representation of stu-
dents of color within special education
(Fiedler, Chiang, Van Haren, Jorgensen,
Halberg, & Boreson, 2008; National
Center for Culturally Responsive Edu-
cational Systems, 2005). However, for
many educators, working with a
diverse student population can be more
difficult when the student comes from
a background that is unfamiliar to the
teacher (Harry & Klingner, 2006). As
teacher educators who prepare educa-
tors for inclusionary settings in diverse
urban areas, we have noticed that
issues often arise when a teacher or
teacher candidate attempts to make
meaning of behavior in the classroom,
particularly a behavior that concerns
student engagement, classroom man-
agement, or discipline of students with
whom the teacher has a cultural dis-
connect. Teachers are not often aware
of how diversity affects the way that
they interpret students’ actions and the
ways that they interact with their stu-
dents. Teachers may misi.
Assignment Instructions Week 2During weeks 1 and 2 you have ex.docxrock73
Assignment Instructions
Week 2
During weeks 1 and 2 you have explored how parenting expectations, experiences and styles are influenced by many factors. The learning resources suggest several ways to provide parenting information and related family supports. For Assignment 1 due Week 2 you will use this information to create an enticing flyer for a parenting class that is designed to help prepare new parents. Your flyer should include:
1. The purpose of the parenting class – including why it is important
2. At least 5 distinct topics that will be addressed in the class noting why each is important. Be sure to cite resources to back this up.
3. Be creative – how would you entice parents or parents to be to come?
Flyer length minimum 500 words, 2 academic references used, MS word or RTF format only.
Possible grade
Student grade
The paper addresses the issues specified by the assignment - 5 parenting topics described.
20
The author shows insight and sophistication in thinking and writing
30
Two academic references were used with corresponding citations in the body of the paper
20
Paper was well organized and easy to follow. Paper was the required length. Cover page, paper body, citations and Reference list were in the American Psychological Association format.
20
Few to no spelling, grammar, punctuation or other writing structure errors
10
TOTAL
100
HELPFUL CLASS REQUIRED READING
https://edge.apus.edu/access/content/group/education-common/Universal/CHFD/331/elf/lesson-1/elf_index.html
https://edge.apus.edu/access/content/group/education-common/Universal/CHFD/331/elf/lesson-2/elf_index.html
READING 2.pdf
PARENTING: SCIENCE AND PRACTICE, 12: 212–221, 2012
ISSN: 1529-5192 print / 1532-7922 online
DOI: 10.1080/15295192.2012.683359
Cultural Approaches to Parenting
Marc H. Bornstein
SYNOPSIS
This article first introduces some main ideas behind culture and parenting and next addresses
philosophical rationales and methodological considerations central to cultural approaches to
parenting, including a brief account of a cross-cultural study of parenting. It then focuses
on universals, specifics, and distinctions between form (behavior) and function (meaning)
in parenting as embedded in culture. The article concludes by pointing to social policy
implications as well as future directions prompted by a cultural approach to parenting.
INTRODUCTION
Every culture is characterized, and distinguished from other cultures, by deeply rooted
and widely acknowledged ideas about how one needs to feel, think, and act as a
functioning member of the culture. Cross-cultural study affirms that groups of people
possess different beliefs and engage in different behaviors that may be normative in
their culture but are not necessarily normative in another culture. Cultural groups thus
embody particular characteristics that are deemed essential or advantageous to their
members. These beliefs and behaviors tend to persist over time and constitute the val- ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 33, NUMBERS 2 & 3, 2016
61
DICHOS AS CULTURAL INFLUENCES ON
ONE LATINA’S LEADERSHIP PRAXIS
Anna Pedroza
Adjunct Professor
Texas State University
Sylvia Mendez-Morse
Associate Professor
Texas Tech University
Abstract
This article presents aspects of two Latina educational leaders’ testimonios as they
explored and critically reflected on how leadership practice is enriched by cultural
background. Culture often includes aspects of a group’s common traditions, music,
food, as well as linguistic artifacts such as distinct vocabulary and sayings. Three
Latino dichos, or “sayings”, capture significant themes of school transformative
practices of a Latina principal that demonstrate a culturally responsive perspective to
leadership practice. When applied to the context of schools, these dichos built a
foundation for a culturally rich learning environment that allowed parents, teachers,
and students to thrive. The authors describe how these dichos exemplify various
leadership actions that contributed to the students’ academic success, and how they
relate to research on educational leadership and school transformation.
Keywords: Latina, culturally responsive, educational leadership,
testimonios, school improvement, school transformation
Very few studies on school leadership consider the influence of
a leaders’ racial or ethnic identity on/in their leadership practice
(Gonzalez, 1998; Reyes, Scribner, & Scribner, 1999). Perhaps
assigning minority leaders to minority majority campuses are based on
the assumption that minority students will benefit academically by
2. 62 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
having minority leaders. On an intuitive level, the assumption may be
considered valid because of the significant role that minority campus
leaders model for students and adults in the community. Should that be
the basis for this practice, then, why are there limited investigations
that examine how or if a campus leader’s racial or ethnic identity
contributes to or influences their leadership practice and student
academic performance? Educational leadership scholars often
overlook the cultural wealth that Latina educational leaders bring to
their day-to-day leadership roles.
This brief article focuses on how one Latina principal’s
practices were influenced by the cultural dichos she grew up with and
how this contributed to her ability to successfully improve students’
academic performance at her predominantly Latino school. What
began as exploratory conversations between two colegas y comadres –
the authors – evolved into testimonios about culturally responsive
leadership when we recognized the political context within which the
work occurred. Aspects of those testimonios to one another are
presented here.
A brief literature review begins this article followed by a
discussion about the methodology. After a brief description of the
campus, the three specific dichos [typical Latino sayings] are
introduced and their relationships to Dr. Pedroza’s leadership practices
are explained. Finally, the conclusion examines how these leadership
behaviors influence culturally responsive leadership and how they
relate to research on transformative leadership.
Brief Literature Review
Few educational leadership scholars of color have included in
their research studies the impact of minority leaders’ racial or ethnic
cultural background has on creating high performing schools. Reyes
et al. (1999) documented how the leadership practices of school
leaders, who served predominately minority students in impoverished
border campuses of South Texas communities, were influenced or
enriched by their personal Latino background. Gonzalez (1998) also
3. PEDROZA &MENDEZ-MORSE 63
demonstrated how minority school leaders used their bilingualism and
aspects of their personal cultural background to relate to students and
parents. Similarly, studies on African American school leaders have
reported the cultural connections that they experienced when working
with African American students (Alston, 2005; Gooden, 2005;
Tillman, 2004; Wilson, Douglas, & Nganga, 2014). These studies
indicate researchers should consider school leaders’ racial/ethnic
identities and cultural backgrounds when seeking to understand how to
create positive, culturally responsive school cultures that enable
linguistically diverse students from poverty to meet high academic
expectations and thrive in their schools.
Kea, Campbell-Whatley, and Richards (2006) have noted the
significant impact critically examining one’s own sociocultural
identity and the inequalities between schools and society can make on
institutionalized racism, which can manifest itself as toxic, low-
performing school environments. Using a testimonio research process,
we, the authors, reflected on the institutional impact of sociocultural
consciousness of a campus leader successfully transforming a campus
to one that meets Reeves (2004) definition of a 90-90-90 campus.
In all cultures, ‘sayings’ emerge that are used to describe
various situations. These sayings tend to provide guidance, or advice
on how to behave. The authors identified three dichos typically found
in Latino communities that captured significant themes that guided Dr.
Pedroza’s leadership practice. This former principal applied these
dichos to the context of schools, and they became a personal
foundation to create a culturally rich learning environment that
allowed parents, teachers, and students to thrive.
Methodology
The authors apply a version of testimonios as a research
method. Prieto and Villenas (2012) “call attention to the power of
testimonio as a method and political tool for naming and claiming
Chicana/Latina feminist pedagogies” (p. 412). Testimonios are
generally life stories of marginalized persons told to others who can
4. 64 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
document and disseminate the stories. Being professionally privileged
Latinas in a predominately white male discipline, the authors may be
not represent financially marginalized individuals, but as Elenes
(2011) asserts, “…group marginalization continues to exist in
academia even when we have attained a relatively privileged status”
(p. 111). The authors are two Latinas scholars, one practicing [retired
now] and one academic; two Latinas working in a white male
dominant profession; two Latinas who have done research together for
more than a decade; two Latinas who have examined their professional
lives from various perspectives including critical feminist,
transformative leadership, and Latina Critical feminist to name a few.
We contend that our testimonios research activities are political and
that this article is activist work: academic activist work. We claim a
Chicana feminist testimoniantes’ perspective that “bears witness to
each other… through our own voice and authoring” (Prieto &
Villenas, 2012, p. 415).
The authors have collaborated on various research projects
focusing on the experiences of Latina educational leaders. Recent
work explores the intersection of racial/ethnic identity and leadership
practice using a testimonios research approach involving various
Latinas who have worked as educational leaders and taught at
predominant white institutions. Although the authors are both
participants in this testimonio research study, the findings shared in
this article are on one—Dr. Pedroza— and her descriptions of how
dichos were cultural influences on her leadership practices at a
predominantly Latino elementary school.
Background and Campus Description
Ortega Elementary is located in an inner-urban neighborhood
of one of the fastest growing cities in Texas and serves a community
that has been home to primarily African American and Latinos for
over 90 years. Student enrollment is 97% low-income, 42% English
language learners, and 57% were identified as at-risk students (Texas
Education Agency, 2012). The campus transitioned to a predominantly
Latino enrollment with African-American students declining from
5. PEDROZA &MENDEZ-MORSE 65
25% to 10% in a six year period. Under Dr. Pedroza’s nine- year
tenure, the campus was recognized at the state level as a high-
performing school for six years, even as state standards increased
under its accountability system. The school was also recognized by
Austin Monthly magazine in 2009 as one of the best public schools in
the city. In 2010, Dr. Pedroza was honored as one of the top five
elementary school principals in Texas. What were the underlying
forces that shaped her leadership practices to be transformative in
nature?
Fullan (2001) asserts the moral imperative of schooling, and
for the authors, that moral imperative was shaped by a cultural
upbringing that instilled hope for a better future, the will to pursue it,
and the moral fiber to make a difference. Ganas (will), esperanza
(hope), y el ser buen educado (being socially caring and ethical)
formed the leadership foundation for Dr. Pedroza as a school principal.
These common Latino precepts guided and sustained her as she
persevered through the challenge of transforming her campus into a
recognized, high performing school.
Dichos as cultural influences on leadership practice:
Cuando hay ganas hay mañana. Edmonds (1979, p. 23) posited,
"We can, whenever and wherever we choose, successfully teach all
children whose schooling is of interest to us.” The difference in results
is having the will to do so – in other words, ganas. This Mexican
dicho asserts, “When there is a will, there is a tomorrow;” often the
dicho is referred to with the single word ganas. The will to create a
transformative culture at the school was rooted in the fundamental
belief that it was possible for all students to learn. Growing up in a
home in an impoverished neighborhood with nine siblings and a
mother who dropped out of high school, the driving force for Dr.
Pedroza was ganas. Based on her own lived experience, her mother
was determined that all her children would become educated. Thus,
ganas or the deep-rooted belief that all students could learn and that it
was unacceptable to have children dropout or be pushed out became a
driving force for her transformational leadership.
Translating this belief into practice and creating a paradigm
6. 66 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
shift were key to Dr. Pedroza transforming the school. The first step
involved inspiring teachers by igniting their own personal ganas to
engage in transformative teaching. Many teachers enter the profession
with the desire to make a difference, and inspiring staff to embrace
being part of a larger undertaking became a vehicle for change. She
stated, “Si yo no tengo ganas, how I’m going expect the teachers to
have ganas?” Thus for her, being able to not only demonstrate her
ganas, willingness to connect with the teachers’ ganas to meet the
needs of the students was an initial step in developing a common
campus-wide will to act on their belief that all children could learn.
Another step was to actively recruit and hire teachers who
were also driven with las ganas to engage in culturally responsive
teaching and transformative leadership to successfully teach all
children. Dr. Pedroza added that, “not all teachers had ganas, at least
not for our students here. So I had to go find them.”
Mientras hay vida, hay esperanza. This dicho stresses that as
long as there is life, there is hope. Esperanza translates into ‘hope’
and ‘aspirations.’ Hope is often overlooked as a factor to create and
sustain a successful learning environment. School administrators in
their quest for “good scores” can often disregard aspirations for a
better future for children. However, hope is essential not only for
students and their families living in poverty, but for the teachers
dedicated to teaching them (Kuykendall, 1996). Dr. Pedroza shared,
as long as we can provide our students with hope, we can
sustain their belief in a tomorrow. I believe that we need to
extend that ray of hope to the families and communities that
our schools serve. We have to show them that we, all of us,
have esperanzas para sus hijos!
How did this Latina leader accomplish this? The students
served by the campus lived in an inner-urban neighborhood whose
daily context included everything poverty embodies. Most of the
children lived in single-parent households where family members
typically had less than a high school education. The mobility rate
7. PEDROZA &MENDEZ-MORSE 67
hovered at 25%, and the color of your shirt indicated more than a
fashion preference. Hope for future endeavors required building a
different, common vision for everyone in the community. The school
needed to be transformed into one where the neighborhood believed
they played a role in their children’s schooling and connected school
to a better future for its children.
Hope, esperanza, was translated into actionable steps. The first
step was to create opportunities to develop trusting relationships that
focused on students’ welfare. These opportunities included outreach
efforts to families and to community organizations. Campus
beautification projects that resulted in school administrators working
alongside grandmothers and students included digging garden plots
alongside teachers, Saturday or evening family field trips with
teachers, and home visits to share each other’s progress became a
norm. Platicas or “on-going conversations” in English and Spanish
were effective feedback loops and provided avenues for parents’
voices to be heard. Establishing our common focus on nuestros hijos
(our children), working together to improve the school, and having
communication mechanisms for the conversations facilitated building
collaborative, trusting relationships.
Transforming negative self-images was another way to nurture
hope - esperanzas. After listening to negative dominant cultural social
messaging, students and their families often lose sight of their
strengths. School practices were implemented to focus on leadership
development for students, parents, and teachers. A strength-based
affirming framework was adopted, as well as a comprehensive
professional development plan that included book studies on teacher
and student leadership. “When teachers exhibit an affirming attitude
toward students with diverse backgrounds, they greatly affect their
learning, belief in self, and overall academic achievement,” writes
Ballenger and Ninnes (2013, p. 2). School became the safe, nurturing
place where students listened to guest speakers who offered counter-
narratives and inspired them to think of future possibilities.
Additionally, there were opportunities to participate in activities such
as robotics and the arts. Overtime, as students’ academic success
increased and eventually included outperforming more affluent
8. 68 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
schools, Ortega Elementary School began receiving accolades.
Similarly hope and pride could be found in the students’ own personal
narratives as well as in their parents’ engagement with the school.
Administrators and teachers began to actively recruited parents
to participate in leadership positions. School administrators, the
counselor, and parent support specialist explicitly supported parents as
they navigated new roles they had not been previously encouraged to
assume. Mentoring parent leadership was considered and valued as a
social justice mission and obligation. Understanding that school
administration team members do change, Dr. Pedroza believed that the
school belonged to the community and that part of her social justice
work was to build parents’ leadership skills so parents would continue
being advocates long after a change in administrators.
Parents were transformed to see themselves as leaders not only
in the school, but also in the district, as they took their seats on district
committees, including textbook adoption and school boundary
changes. As they became more empowered, esperanzas – aspirations
for a better future – were fueled by becoming role models for their
children. High expectations for their children’s teachers, for elected
school board members, and for their children fueled their sense of self-
efficacy. They voiced their expectations for better after-school
programs and linguistic supports such as dual language programs and
bilingual reading specialists.
The dichos, mientras hay mañana, hay esperanza,
communicated a commitment to improve their children’s future
pathways. Culture and language were seen as strengths, and parents
and students recognized that they possessed the leadership skills they
needed to continue advocating for that future. In short, their
empowerment shifted their paradigm about their future and increased
self-efficacy skills.
Una cosa es instrucción y otra es la educación. Latinos
distinguish between having an education and being “well educated.”
Instrucción translates to having an education, or formal instruction.
Ser buen educado means that a person has good moral character,
personal manners, or social skills. Academic success is not the sole
9. PEDROZA &MENDEZ-MORSE 69
focus of schooling; social emotional learning is also important (Hilton,
2014). The value of a robust and positive school culture cannot be
overlooked as critical factors that promote students’ self-efficacy and
leadership skills. In other words, focus on educating the whole child is
a strong cultural value.
Dr. Pedroza was the first in her family to attend college, and
the intrinsic message shared by her family was of being of service to
others. Her familial role models did not have a high school education,
but they clearly modeled and held the expectation that regardless of
formal education level, people were to conduct themselves in an
ethical manner and be of service to others. She shared that, “it did not
matter how rich you were, how many awards you had, or where you
lived. I had to act como una niña bien educada wherever I went.” El
bien comportamiento, [conducting yourself well] and thus
demonstrating being well educated [bien educado], was a cultural
expectation that strongly influenced her expectations for
leadership and the sense of community she helped foster.
Establishing an environment where students respected each
other and creating a culture of collective care and integrity required
professional development for teachers. For two years, the campus
professional development program focused on creating collaborative
teacher teams. In tandem, a school-wide positive behavior support
(PBIS) initiative provided the basis “of the work.” As a component of
the PBIS initiative, nine character principles were selected
collaboratively by teachers and parents, and communicated in English
and Spanish to the school community. Teachers and administrators
examined their own perceptions and clarified what behaviors they
wanted adults and students to exemplify. The overall goal was to
foster a school culture that recognized and nurtured the whole child- el
buen educado.
Students’ leadership development and service learning became
avenues to cultivate students’ broader community perspectives. The
counselor trained students to be peer-mediators in the school. Another
group of student leaders led school-wide service project activities such
as reading to students and leading morning assemblies. Service
learning projects led by students became annual events where they
10. 70 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
applied leadership skills and learned that they DO make a difference.
Discussion
Research has examined the impact of culturally responsive
pedagogy on students’ academic success (Hollins & Oliver, 1999;
Nieto, 1999; Northwest Regional Educational Laboratory, 2005;
Hollie, 2012). Scholarly work can be found on multicultural education
(Sleeter, 1992; Banks, 1996), developing educators’ cultural
competence (Balcazar, Suarez-Balcazar, & Taylor-Ritzler, 2009), and
culturally responsive instruction (Gay, 2000; Howard, 2006).
However, this testimonio examined the lived leadership practices that
resulted in institutionalizing a high-performance culture in a minority-
majority campus.
Three themes emerged that could be captured in three Latino
dichos [sayings] after using the qualitative research tool of testimonios
and analyzing the emerging narrative through questioning and
dialogue. We discovered the prevalent cultural influences underlying
the leadership practices. Merchant and Willis (2012) recognized the
contributions our ways of knowing make to understanding how we can
transform our schools. Their work acknowledged the role of self-
reflection of our lived experiences as central to the narrative. They
maintain, “that it is imperative that we remain grounded in in our own
cultural and gendered ways of knowing” (p. xiv). Like Merchant and
Willis, we were not constrained by these ways of knowing; rather,
believe that these dichos provide a cultural lens that informed how
Latino leadership practices can be transformative. Our work also
identifies the urgent need to bridge the space between other successful
Latino educational leaders’ lived testimonios and current literature to
build a more dynamic culturally responsive leadership framework.
Until that time, we will continue to collectively navigate nepantla or
“the place where transformation is possible,” (Cortez, 2001, p. 367) to
ensure that Latino students can thrive under the culturally responsive
leadership of school administrators who possess ganas, aspire to
nurture esperanza, and value el buen educado.
11. PEDROZA &MENDEZ-MORSE 71
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Authors
Anna Pedroza, PhD has 37 years of leadership roles at the state,
district, and campus levels. She currently is an adjunct professor at
Texas State University, an educational consultant, and is coaching
novice principals.
Sylvia Mendez-Morse, PhD has 39 years of experience as an educator
and/or leader at campus, district, and higher education levels. She is an
associate professor at Texas Tech University.