BY THE M3 INITIATIVE
Featured Publications 2023
Barbici-Wagner, A., Catalano, T., & Meadows, B. (2023). Migrants, Covid-19, and Italy: A multimodal critical discourse analysis of the construction of and resistance to nationalist discourses. Critical Approaches to Discourse Analysis Across Disciplines (CADAAD). 15(1), 21-44.https://www.lancaster.ac.uk/fass/journals/cadaad/volume-15-2023/
Chan, E., & Ross, V. (Eds.). (Pre-press). Smudging composition lines of identity and teacher knowledge: Cross-cultural narrative inquiries into teaching and learning. Bingley, UK:Emerald Group Publishing Limited.
Hamann, E. T., Eckerson, J., & Larson, M., (2023). The High School in the Middle of Everywhere: Nebraska’s Lincoln High. In A. York, K. Welner, & L. Molner Kelley (Eds.) Schools of Opportunity. (pp. 158-175). Teachers College Press. https://digitalcommons.unl.edu/teachlearnfacpub/523
Hamann, E. T., & Bartlett, L. (2023). School Profile 1: Lincoln HS, Nebraska. In M. Bajaj, D. Walsh, L. Bartlett, & G. Martínez (Eds.) Humanizing Education for Immigrant & Refugee Youth: 20 Strategies for the Classroom & Beyond. (pp. 19-22). Teachers College Press.
Hamann, E. T. (2023). Policy Brief 2: Better Integrating the US-Origin Students in the Mexican Education System Through Effective Education Policies. In P. Gándara, V. Zúñiga, G. Peri, & S. Giorguli (Eds.) Report of the 2022 Forum on Education and Migration: The Future of the United States – Mexico Human Capital: Opportunities for a Bilateral Education and Migration Agenda (pp. 28-33). University of California – Alianza MX.
Levinson, B. A., Luna, M. E., & Hamann, E. T., (2023). Citizenship Education and Transnational (Im)migrant Groups in Mexico. In J. Banks (Ed.) Global Migration and Civic Education: Research, Policy, and Practices (pp. 35-49). Routledge.
Morales, A.R., Abrica, E., King, B. Thurston, L.P. & Montelone, B. (2023). ‘They need us to work together!’: Building university and community college transfer partnerships to increase culturally and linguistically diverse (CLD) student access and success. In A. Esmail (Ed.) Social Justice Perspectives on English Language Learners. Hamilton Books.
Reeves, J. (2023). Bilingual paraeducators’ navigation of narrow identity spaces in a rural elementary school. In Educating Multilingual Students in Rural Schools: Illuminating Diversity in Rural Communities in the United States, edited by M. R. Coady, P. Golombek, and N. Marichal. Leiden, pp. 70-97. The Netherlands: Brill.
Ross, V., & Chan, E., (2023). Multicultural teacher knowledge: Multicultural education curriculum informed by teacher and student experiences of diversity. Journal of Curriculum Studies.
Wang, P. & Catalano, T. (2023). ‘Chinese Virus’: A critical discourse analysis of anti-Asian racist discourse during the COVID-19 pandemic. Journal of Language and Discrimination. 7(1), 26-51. https://doi.org/10.1558/jld.23484
Featured Publications 2022
Casto, M. A., Ogle, J. P., DeMirjyn, M., Morales, A., & Silvas-Bernstein, S. (2022). Striving Towards Authenticity in the Self Through Dress and Appearance: Stories of Latina Adolescent Immigrants. Clothing and Textiles Research Journal, 0887302X221140339.
Catalano, T., Palala, H. & Moran, D. (2022). ‘I See You’: Indigenous Language Study in a Bilingual Teacher Education Program. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2022.2072169. https://www.tandfonline.com/doi/full/10.1080/13670050.2022.2072169
Catalano, T. & Morales, A. (2022). Dancing across difference: Arts and community-based interventions as intercultural education. Intercultural Education. https://doi.org/10.1080/14675986.2021.2016214
Catalano, T. & Waugh, L. (2022). Chapter 9: Metonymies of migration: Media discourse about and by migrants. In M. Brdar & R. Brdar (Eds.). Figurative thought and language in action, (pp. 215-235). In Figurative Thought and Language Series. London: John Benjamins.
Ciuffetelli, D, Chan, E., & Ratnam, T. (2022). Social justice in teacher education: Equity, diversity, inclusion. Frontiers in Education. (E-Book)
Ganesan, U., & Morales, A. (2022). Developing intercultural competence in multilingual science classrooms: a narrative study. Research Square. DOI: https://doi.org/10.21203/rs.3.rs-2022714/v1
Gu, X. & Catalano, T. (2022). Representing transition experiences: A multimodal critical discourse analysis of young immigrants in children’s literature. Linguistics and Education. https://authors.elsevier.com/c/lfRXX3CKC-8vvd
Hamann, E. T., Catalano, T., & Moran, D. (2022). Planning Guide for Starting Dual Language Programs. Indianapolis, IN: Midwest and Plains Equity Assistance Center. https://greatlakesequity.org/resource/planning-guide-starting-dual-language-programs
Hamann, E. T., Zúñiga, V., & Sánchez García, J. (Eds.) (2022). Lo que conviene que los maestros mexicanos conozcan sobre la educación básica en Estados Unidos [What Mexican Teachers Need to Know About ‘Educación Básica’ in the United States]. Universidad Autónoma de Nuevo León Press. https://editorialuniversitariauanl.publica.la/library/publication/lo-que-los-maestros-mexicanos-conviene-que-conozcan-sobre-la-educacion-en-estados-unidos. Recognizing that Mexican schools host 800,000 students who were born in the US and/or who have attended school there, this Spanish-language book featuring leading US scholars of immigrant education will help Mexican teachers better understand and better account for the US education experiences of some of their students.
Hamann, E. T., Zúñiga, V., & Sánchez García, J. (2022). Introducción: cómo, por qué, y para quiénes se confeccionó este libro. In E. T. Hamann, V. Zúñiga, & J. Sánchez García (Eds.) Lo que los maestros mexicanos conviene que conozcan sobre la educación básica en Estados Unidos. (pp. 19-34). Editorial Universitaria Autónoma de Nuevo León.
Hernandez, S. J., & Hamann, E. T., (2022). Aprendiendo dos lenguas en la escuela en plena pandemia. In E. T. Hamann, V. Zúñiga, & J. Sánchez García (Eds.) Lo que los maestros mexicanos conviene que conozcan sobre la educación básica en Estados Unidos. (pp. 165- 178). Editorial Universitaria Autónoma de Nuevo León.
Hamann, E. T., Phillips, A., & Yunes-Koch, A. (2022). Student Mobility as an Underrecognized and Unattended to Problem for Predominantly American Indian School Districts in Nebraska. Journal of American Indian Education, 61(2): 34-62.
Hamann E. T., (2022). Diez cosas que maestros mexicanos deen saber de las escuelas estadounidenses. In M. Rodriguez Cruz & M. Zamora Chávez (Eds.) Abordajes inter- disciplinarios sobre la niñez y la adolescencia migrante en América Latina. (pp. 239-254). Editorial UNAM.
Hamann, E. T., Roman, B., Sánchez García, J., & Zuñiga, V. (2022). The value of pluri-national research teams for studying education and migration. In C. Magno, J. Lew, & S. Rodriguez (Eds.) (Re)Mapping migration and education: Methods, theory, and practice. (pp. 194- 211). Brill. https://doi.org/10.1163/9789004522732_010 https://digitalcommons.unl.edu/teachle rnfacpub/522
Hamann, E. T. & Harklau, L. (2022). Changing faces and persistent patterns for education in the New Latinx Diaspora. In E.G. Murillo (Ed.), Handbook of Latinos and Education (2nd edition) (pp. 81-92). Routledge. https://digitalcommons.unl.edu/teachlearnfacpub/525
Kananu Kiramba, L., Moundiba Traore, H., & Trainin, G. (2022). “At school, it’s a completely different world”: African immigrant youth agency and negotiation of their adaptation processes in US urban schools. Urban Education, 1-30. DOI: 10.1177/00420859221140407.
Morales, A., Espinoza, P., Duke, K. (2022). ‘What exists and what I need’: In search of critical, race-conscious mentoring for Latinx educators. In C. Gist & T. Bristol (Eds.) Handbook on Teachers of Color and Indigenous Teachers. American Education Research Association.
Reeves J. (2022). Understanding language teacher agency. In Theory and Practice in Second Language Teacher Identity: Researching, Theorizing, and Enacting, edited by K. Sadeghi and F. Ghaderi, pp. 75-88. Switzerland: Springer.
Wang, P. & Catalano, T. (2022). Social media, right-wing populism, and COVID-19: A multimodal critical discourse analysis of reactions to the “Chinese Virus” discourse. In A. Musolff, R. Breeze, K. Kondo, and S. Vilar-Lluch (Eds.), Pandemic and Crisis Discourse. Bloomsbury Linguistics.
Wang, P., Gu, X., & Morales, A. R. (2022). “It was just my name!”: A CRT/CRF Analysis of International Female Graduate Students’ Perception and Experiences Regarding Their Ethnic Name. Journal of International Students, 13(2). https://doi.org/10.21203/rs.3.rs-2022714/v1
Featured Publications 2021
Catalano, T., Ganesan, U., Barbici-Wagner, A., Leonard, A., Wessels, S., Reeves, J. (published online, 2021). Dance as Dialog: A metaphor analysis of arts and community-based learning with preservice teachers and a local refugee community. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103369
Catalano, T. & Muñoz-Barriga, A. (2021). Shaping the teaching and learning of intercultural communication through virtual mobility. Special issue of Intercultural Communication Education. 4(1), 75-89.
Hamann, E. T. (2021). Las implicaciones de la migración transnacional entre Estados Unidos / México para el desarrollo profesional de los docentes: perspectivas antropológicas. Anales de Antropología, 55(1): 107-116. https://digitalcommons.unl.edu/teachlearnfacpub/430 or http://dx.doi.org/10.22201/iia.24486221e.2021.1.72226
Hamann, E. T. & Catalano, T. (2021). Picturing Dual Language and Gentrification: An Analysis of Visual Media and Their Connection to Language Policy. Language Policy, 20(3): 413-434. https://digitalcommons.unl.edu/teachlearnfacpub/445/
Hamann, E. T. & Zúñiga, V. (2021). What educators in Mexico and in the United States need to know and acknowledge to attend to the educational needs of transnational students. In P. Gándara & B. Jensen (Eds.), The Students We Share: Preparing US and Mexican Educators for Our Transnational Future (pp. 99-117). Albany, NY: SUNY Press.
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.
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