Julie L Pennington
Datos Biográficos
| ID | 182369 |
|---|---|
| NOMBRE | Julie L Pennington |
| NOMBRES | Julie L |
| APELLIDO | Pennington |
| FIRMA | PENNINGTON J L |
| AFILIACIONES | University of Nevada, Reno |
| ORCID | 0000-0002-2110-3207 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 108 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 6 |
Recovering Voice through Autoethnography
Using autoethnography, this study examines the author’s perspectives and understandings of their learning during a reading professional development program. Findings demonstrate the importance of understanding teacher career stages, types of teacher knowledge, and stages of teacher development in teacher education contexts and how autoethnographic study provides a method for teachers to use to understand their learning and communicate with others…
Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language
Countries are seeing a rise in the number of families and schoolchildren who do not speak English as a first language. This study focuses on how two White monolingual English-speaking elementary teachers positioned language as it related to their Spanish-speaking students within a graduate teacher education program in the United States. Our work builds on previous cultural immersion studies by using embodied cognition and Latino Critical Theory (…
Deconstructing the white visitor
Study abroad experiences provide teacher education programs with an opportunity to immerse their teacher candidates within linguistic and cultural contexts capable of broadening their views beyond their own settings with the hopes of improving their understanding and subsequent teaching of all children. Yet, from a Critical White Studies perspective, these same experiences can reify avoidance or enhance troubling views of children and families ou…
Autoethnography
Critical Autoethnography in Pursuit of Educational Equity
In this introduction to the special issue of IJME, we highlight critical autoethnography's potential for connecting the deeply personal experiences of race, gender, culture, language, sexuality, and other aspects of marginalization and privilege to the broader context of education in society. We discuss critical autoethnography as an interdisciplinary, blurred genre that transforms to fit the academic backgrounds, interests, and critical orientat…
Educating for Critical Democratic Literacy
Educating for Critical Democratic Literacy educates pre and in-service elementary school teachers in teaching four key civics concepts through social studies and literacy integration. Written together by both literacy and social studies experts, it is based on a conceptual revision of the notions of civic education and critical literacy called "Critical Democratic Literacy" (CDL). The authors’ dual expertise allows them to effectively detail the …
The veil of professionalism
Two white researchers critique the professional veil of silence they created as they reflected on a qualitative study they performed 12 years earlier. Autoethnography and performance ethnography are utilized to examine the ways in which whiteness can remain unexamined throughout the research process due to the construction of white positional identities within the figured world of research. White privilege and white talk, specifically white silen…
Mean girls” go to college
Unraveling the Threads of White Teachers’ Conceptions of Caring
This study explored two White inservice teachers’ understandings of Whiteness in relation to privilege and caring. A yearlong professional development set of courses used a multimodal construction of three significant course experiences designed to reposition Whiteness and illuminate White teachers’ predisposition to care for their students in ways aligned with their own conceptions of caring
Translating Autoethnography Across the Aera Standards
The purpose of this article is to move readers toward a deeper understanding of and widened respect for autoethnography’s capacity as an empirical endeavor. An argument is presented in favor of autoethnography as empirical by translating information from its epistemological and methodological history across the AERA standards for reporting empirical social science research. Supporting evidence is drawn from samples of autoethnographic scholarship…
Constructing critical autoethnographic self-studies with white educators
Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences …
Angela
This qualitative case study examines one secondary social studies teacher's enactment of her critical constructivist beliefs in teaching for democratic citizenship education. Results are organized around the knowledge, skills, and dispositions addressed, and their consistency with critical constructivism. The teacher's practices were consistent with her beliefs; however, she struggled to balance her critical perspectives with her developing knowl…
Silence in the classroom/whispers in the halls
This study examines the use of autoethnography as a teaching method to work with pre‐service teachers in an elementary school setting. Focusing on Whiteness and critical race theory as a lens for reviewing their experiences while working with children of color, the author includes her own story of exploring her racism as a classroom teacher, a researcher and a pre‐service teacher educator
Pedagogies of critical race theory
We have taken to heart the call of critical race theorists and critical Whiteness scholars to open up a White discourse on White racism. As White, female, teacher educators, we endeavored to openly address Whiteness and White racism with our White students to help them become more aware of the advantages and biases inherent in their positionality as White teachers. As we did this, we were critically aware of both the negative and positive possibl…
Translating Autoethnography Across the Aera Standards
The purpose of this article is to move readers toward a deeper understanding of and widened respect for autoethnography’s capacity as an empirical endeavor. An argument is presented in favor of autoethnography as empirical by translating information from its epistemological and methodological history across the AERA standards for reporting empirical social science research. Supporting evidence is drawn from samples of autoethnographic scholarship…
Pedagogies of critical race theory
We have taken to heart the call of critical race theorists and critical Whiteness scholars to open up a White discourse on White racism. As White, female, teacher educators, we endeavored to openly address Whiteness and White racism with our White students to help them become more aware of the advantages and biases inherent in their positionality as White teachers. As we did this, we were critically aware of both the negative and positive possibl…
Critical Autoethnography in Pursuit of Educational Equity
In this introduction to the special issue of IJME, we highlight critical autoethnography's potential for connecting the deeply personal experiences of race, gender, culture, language, sexuality, and other aspects of marginalization and privilege to the broader context of education in society. We discuss critical autoethnography as an interdisciplinary, blurred genre that transforms to fit the academic backgrounds, interests, and critical orientat…
Unraveling the Threads of White Teachers’ Conceptions of Caring
This study explored two White inservice teachers’ understandings of Whiteness in relation to privilege and caring. A yearlong professional development set of courses used a multimodal construction of three significant course experiences designed to reposition Whiteness and illuminate White teachers’ predisposition to care for their students in ways aligned with their own conceptions of caring
Silence in the classroom/whispers in the halls
This study examines the use of autoethnography as a teaching method to work with pre‐service teachers in an elementary school setting. Focusing on Whiteness and critical race theory as a lens for reviewing their experiences while working with children of color, the author includes her own story of exploring her racism as a classroom teacher, a researcher and a pre‐service teacher educator
Deconstructing the white visitor
Study abroad experiences provide teacher education programs with an opportunity to immerse their teacher candidates within linguistic and cultural contexts capable of broadening their views beyond their own settings with the hopes of improving their understanding and subsequent teaching of all children. Yet, from a Critical White Studies perspective, these same experiences can reify avoidance or enhance troubling views of children and families ou…
The veil of professionalism
Two white researchers critique the professional veil of silence they created as they reflected on a qualitative study they performed 12 years earlier. Autoethnography and performance ethnography are utilized to examine the ways in which whiteness can remain unexamined throughout the research process due to the construction of white positional identities within the figured world of research. White privilege and white talk, specifically white silen…
Constructing critical autoethnographic self-studies with white educators
Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences …
Angela
This qualitative case study examines one secondary social studies teacher's enactment of her critical constructivist beliefs in teaching for democratic citizenship education. Results are organized around the knowledge, skills, and dispositions addressed, and their consistency with critical constructivism. The teacher's practices were consistent with her beliefs; however, she struggled to balance her critical perspectives with her developing knowl…
Recovering Voice through Autoethnography
Using autoethnography, this study examines the author’s perspectives and understandings of their learning during a reading professional development program. Findings demonstrate the importance of understanding teacher career stages, types of teacher knowledge, and stages of teacher development in teacher education contexts and how autoethnographic study provides a method for teachers to use to understand their learning and communicate with others…
Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language
Countries are seeing a rise in the number of families and schoolchildren who do not speak English as a first language. This study focuses on how two White monolingual English-speaking elementary teachers positioned language as it related to their Spanish-speaking students within a graduate teacher education program in the United States. Our work builds on previous cultural immersion studies by using embodied cognition and Latino Critical Theory (…
Pedagogies of critical race theory
We have taken to heart the call of critical race theorists and critical Whiteness scholars to open up a White discourse on White racism. As White, female, teacher educators, we endeavored to openly address Whiteness and White racism with our White students to help them become more aware of the advantages and biases inherent in their positionality as White teachers. As we did this, we were critically aware of both the negative and positive possibl…
Silence in the classroom/whispers in the halls
This study examines the use of autoethnography as a teaching method to work with pre‐service teachers in an elementary school setting. Focusing on Whiteness and critical race theory as a lens for reviewing their experiences while working with children of color, the author includes her own story of exploring her racism as a classroom teacher, a researcher and a pre‐service teacher educator
Angela
This qualitative case study examines one secondary social studies teacher's enactment of her critical constructivist beliefs in teaching for democratic citizenship education. Results are organized around the knowledge, skills, and dispositions addressed, and their consistency with critical constructivism. The teacher's practices were consistent with her beliefs; however, she struggled to balance her critical perspectives with her developing knowl…
Constructing critical autoethnographic self-studies with white educators
Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences …
Unraveling the Threads of White Teachers’ Conceptions of Caring
This study explored two White inservice teachers’ understandings of Whiteness in relation to privilege and caring. A yearlong professional development set of courses used a multimodal construction of three significant course experiences designed to reposition Whiteness and illuminate White teachers’ predisposition to care for their students in ways aligned with their own conceptions of caring
Translating Autoethnography Across the Aera Standards
The purpose of this article is to move readers toward a deeper understanding of and widened respect for autoethnography’s capacity as an empirical endeavor. An argument is presented in favor of autoethnography as empirical by translating information from its epistemological and methodological history across the AERA standards for reporting empirical social science research. Supporting evidence is drawn from samples of autoethnographic scholarship…
The veil of professionalism
Two white researchers critique the professional veil of silence they created as they reflected on a qualitative study they performed 12 years earlier. Autoethnography and performance ethnography are utilized to examine the ways in which whiteness can remain unexamined throughout the research process due to the construction of white positional identities within the figured world of research. White privilege and white talk, specifically white silen…
Mean girls” go to college
Educating for Critical Democratic Literacy
Educating for Critical Democratic Literacy educates pre and in-service elementary school teachers in teaching four key civics concepts through social studies and literacy integration. Written together by both literacy and social studies experts, it is based on a conceptual revision of the notions of civic education and critical literacy called "Critical Democratic Literacy" (CDL). The authors’ dual expertise allows them to effectively detail the …
Autoethnography
Critical Autoethnography in Pursuit of Educational Equity
In this introduction to the special issue of IJME, we highlight critical autoethnography's potential for connecting the deeply personal experiences of race, gender, culture, language, sexuality, and other aspects of marginalization and privilege to the broader context of education in society. We discuss critical autoethnography as an interdisciplinary, blurred genre that transforms to fit the academic backgrounds, interests, and critical orientat…
Deconstructing the white visitor
Study abroad experiences provide teacher education programs with an opportunity to immerse their teacher candidates within linguistic and cultural contexts capable of broadening their views beyond their own settings with the hopes of improving their understanding and subsequent teaching of all children. Yet, from a Critical White Studies perspective, these same experiences can reify avoidance or enhance troubling views of children and families ou…
Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language
Countries are seeing a rise in the number of families and schoolchildren who do not speak English as a first language. This study focuses on how two White monolingual English-speaking elementary teachers positioned language as it related to their Spanish-speaking students within a graduate teacher education program in the United States. Our work builds on previous cultural immersion studies by using embodied cognition and Latino Critical Theory (…
Recovering Voice through Autoethnography
Using autoethnography, this study examines the author’s perspectives and understandings of their learning during a reading professional development program. Findings demonstrate the importance of understanding teacher career stages, types of teacher knowledge, and stages of teacher development in teacher education contexts and how autoethnographic study provides a method for teachers to use to understand their learning and communicate with others…
Sociology (13 obras) · Pedagogy (11 obras) · Gender Studies (9 obras) · Psychology (9 obras) · Autoethnography (8 obras) · Educator Training and Historical Pedagogy (8 obras) · Gender Studies (7 obras) · Teacher Education and Leadership Studies (7 obras) · Critical Race Theory in Education (6 obras) · Political science (6 obras)