BY THE M3 INITIATIVE
Featured Publications 2020
Catalano, T. (2020). The visual representation of dual language education. Visual Communication. 0 (0), 1-23. https://doi.org/10.1177/1470357220904395
Catalano, T., Kiramba, L.K. & Viesca, K. (2020). Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools. Bilingual Research Journal, 43(2), 178-195. https://doi.org/10.1080/15235882.2020.1738287
Gray, T. (2020). Teaching and learning amid demographic change: A thematic review of school responses to newcomer students in the new Latinx diaspora, Journal of Latinos and Education, DOI: 10.1080/15348431.2020.1819284
Hamann, E. T. (2020). Partners, not adversaries: Higher Education and Diverse Schools. Practicing Anthropology, 42(3), 52-56.
I.J., Jackson, C. & Martinez, R. (2020). Impact of an online course of teaching emergent bilinguals mathematical learning. Mathematics Teacher Education and Development, 22(1), 68-90
I. J., Ogden, K., Martinez, R. & Araujo-Grando, B. (2020). Goats in the fence: implementing modeling with ELLs. Teaching for Excellence and Equity in Mathematics, 11(3), 16-23.
Levinson, B. A., Luna, M. E., & Hamann, E. T., (2020). Citizenship Education and Transnational (Im)migrant Groups in Mexico. Intercultural Education. https://doi.org/10.1080/14675986.2020.1794571
Martinez, R., Adams, M. & Lindfors-Navarro (In Press). Mathematics with open arms: embracing self and others. In Cammarota J., LiberatoryPractice for Learning: Dismantling Social Inequality, and Individualism with Ancient Wisdom. Palgrave Macmillan
Martinez, R., & I.J. (2019). Mathematics as a Conscious Raising Experience: A Bridge Towards Social Transformation. North American Chapter of the International Group for the Psychology of Mathematics Education. 41, 250-260.
Morales, A., & Raible, J. (2020). To Teach as We are Known: The critical ‘heart and soul’ work of teacher educators of color in multicultural learning contexts. In K. Sprott, J. O’Connor, & C. Msengi (Eds.). Designing Culturally Competent Programming for PK-20 Classrooms. Hershey, PA.: IGI Global.
Morales, A., Espinoza, P., Duke, K. (2020). ‘What exists and what I need’: In search of critical, race-conscious mentoring for Latinx educators. The AERA Handbook on Teachers of Color.
Morales, A. (2019). The power of not being alone. Hispanic Outlook on Education Magazine, 30(1). American Association of Hispanics in Higher Education. Retrieved from https://www.hispanicoutlook.com/education-magazine/october-2019-issue#undefined%2F
Morales, A. (2019). Understanding and Valuing Rural Dexterity: Experiential Funds of Knowledge, Science Education, and Rural Kids. Special issue, Framing an Education Research Agenda of/for the Great Plains, Great Plains Research, 45-52.
Vandeyar, S. & Catalano, T. (2020). Language and identity: Multilingual immigrant learners in South Africa. Language Matters. 51(2), 106-128, https://doi.org/10.1080/10228195.2020.1769713
Zúñiga, V., & Hamann, E. T. (2020). The 0.5 Generation: Children's Voices about "Return" Migration from the United States to Mexico. Children’s Geographies. https://doi.org/10.1080/14733285.2020.1743818
Zúñiga, V. & Hamann, E. T. (2020). Transnational schooling entails linguistic ruptures: Students moving between the United States and Mexico. ReVista, the Harvard Review of Latin America. https://revista.drclas.harvard.edu/book/crossing-borders?admin_panel=1
Catalano, T. Reeves, J. & Wessels, S. (2018). "The soccer field, it has dirt”: A critical analysis of teacher learners in contact with emergent multilingual students". Critical Inquiry in Language Studies. 15(1), 1-20. https://www.tandfonline.com/doi/full/10.1080/15427587.2017.1329626?casa_token=1FmbySmrQ14AAAAA:n_RfaFC2a- e9YMIjp3uupt_gv2_Mn8P5iRg1ePxfMy6fDarUyLcENVtiA2AMjk93t97pKnSYa4Kw
Catalano, T. (2016). Talking about global migration: Implications for language teaching. In series: New Perspectives in Language and Education. Bristol, U.K.: Multilingual Matters.
Catalano, T. & Moeller, A. J. (2013). Media discourse and dual language programs: A critical linguistic analysis. Discourse, Context & Media. 2 (4). 165-174. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1141&context=teachlearnfacpub
Chan, E. (2017). Teacher experiences of culture in the curriculum. In D. J. Flinders & S. J. Thornton (Eds.), The Curriculum Studies Reader (Fifth Edition) (Chapter 25- pp. 323-336). New York: Routledge.
Chan, E. (2017). A narrative research study: Living in the space between participant and researcher as a narrative inquirer: Examining ethnic identity of Chinese Canadian students as conflicting stories to live by. In J. W. Creswell and C. N. Poth (Eds.), Qualitative Inquiry and Research Design: Choosing among five approaches (Fourth Edition) (pp. 329-348). Thousand Oaks, CA: Sage Publications, Inc.
Chan, E., & Ross, V. (2014). Narrative understandings of a school equity policy: Intersecting student, teacher, parent, and administrator perspectives. Journal of Curriculum Studies, 46(5), 656-675.
Conklin, H., Gatti, L., & Kapadia Matsko, K. (2019). “Teaching toward which ends? Residency candidates navigating competing programmatic aims.” Book chapter for edited book, Becoming a Teacher in an Age of Reform: Global Lessons for Teacher Preparation and the Teaching Profession. Editors: T. Jameson Brewer (University of North Georgia) and Christopher Lubienski (Indiana University). Teachers College Press.
Gatti, L. and Catalano, T. (2015). “The business of learning to teach: A Critical Metaphor Analysis of one Teacher’s Journey.” Teaching and Teacher Education, v. 45, 149-160. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1182&context=teachlearnfacpub
Hamann, E. T., & Mitchell-McCollough, J. (2019). The Paradoxical Implications of Deported American Students. In E. Crawford, L. Dorner, & E. Bonney (Eds.) Educational Leadership of Immigrants: Case Studies in Times of Change (pp. 88-95). New York: Routledge.
Hamann, E. T., Zúñiga, V., & Sánchez García, J. (2018). Where Should My Child Go to School? Parent and Child Considerations in Binational Families. In M. T. de Guzman, J. Brown, & C. Edwards (Eds.), Parenting from Afar: The Reconfiguration of the Family Across Distance (pp. 339-350). New York: Oxford University Press. http://digitalcommons.unl.edu/teachlearnfacpub/311
Hamann, E. T., Zúñiga, V., & Sánchez García, J. (2017). Identifying the Anthropological in a Mixed Methods Study of Transnational Students in Mexican Schools. Current Anthropology. 58(1), 124-132. https://digitalcommons.unl.edu/teachlearnfacpub/345/
Hammer, S. Viesca, K.M., & Commins, N. (Eds.) (2020). Teaching content and language in the multilingual classroom: International research in policy, perspectives, preparation, and practice. New York, NY: Routledge.
Kiramba, L.K. & Oloo, J.A. (2019). “It’s OK. She doesn’t even speak English.” Narratives of language, culture, and identity negotiation by immigrant high school students. Urban Education. https://doi.org/10.1177/0042085919873696
Kiramba, L.K & Harris, V.J. (2019). Navigating authoritative discourses in a multilingual classroom: Conversations with policy and practice. TESOL Quarterly, 52(2), 482-513. doi:10.1002/tesq.493
Moeller, A, J. & Abbott, M. G. (2018). Creating a new normal: Language education for all. Foreign Language Annals 51:12-23. https://doi.org/10.1111/flan.12310 Video available on Wiley Online. (Lead article).
Moeller, A. J. and Faltin Osborn, S.R. (2014). A pragmatist perspective on building intercultural communicative competency: From theory to classroom practice. Foreign Language Annals. 47 (4).669-683. Video available on Wiley http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291944-9720
Moeller, A. J. and Nugent, K. (2014). Building intercultural competence in the language classroom. Unlock the Gateway to Communication. Central States Conference Report. Pg. 1-18. Stephanie Dhonau, Editor. EauClaire, WI: Crown PrintsMorales, A., Abrica, E., & Herrera, S. (2019). The Mañana Complex: A Revelatory Narrative of White Innocence and Racial Disgust Toward Mexican American Children. The Urban Review. DOI: https://rdcu.be/bmtTu.
Morales, A. (2018). Within and beyond a Grow-Your-Own-Teacher program: Documenting the contextualized preparation and professional development experiences of critically conscious Latina teachers. In New qualitative research on conscientizing pre- service and in-service teachers, Teaching Education, 29(4), 357-369.
Reeves, J. (2018). Teacher identity work in neoliberal schooling spaces. Teaching and Teacher Education: An International Journal of Research and Studies, 72(1), 98-106.
Sarroub. L. K. https://loukiaksarroub.com/selected-publications
Viesca, K.M., Strom, K., Hammer, S., Masterson, J., Linzell C.H., Mitchell-McCollough, J., & Flynn, N. (2019). Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings. Review of Research in Education, 43, 304-335. https://doi.org/10.3102/0091732X18820910
Viesca, K. M., & Teemant, A. (2019). Preparing mainstream content teachers to work with bi/multilingual students in L. C. de Oliveira (Ed). The Handbook of TESOL in K-12. pp. 371-386. Hoboken, NJ: Wiley and Sons.
Interested in collaborating with the M3 Initiative?
Dr. Theresa Catalano