Teresa Sosa
Datos Biográficos
| ID | 5741341 |
|---|---|
| NOMBRE | Teresa Sosa |
| NOMBRES | Teresa |
| APELLIDO | Sosa |
| FIRMA | SOSA T |
| AFILIACIONES | University of Illinois Chicago |
| ORCID | 0000-0003-1641-3988 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 22 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
Tracey’s small stories in the figured world of regular track high school
This study investigates how Tracey, a Black 9th grade female student, constructed her academic identities and capacities for agency within the figured world of her regular track English class. Drawing on Holland and colleagues’ theory on identity and concept of figured worlds, the study uses Tracey’s small stories to demonstrate how she challenged the prevailing sociohistorical model of schooling through her multiple literacies. Through analysis …
Making a way out of no way”
Producing New Affective Concepts of Race in an English Classroom
Focusing on moments in the English classroom imbued with affective forces that produce racial differentiation is central to the support of classrooms addressing race and racism. This work focuses on an event in an English classroom where race was constructed in ways that disrupted not only silence but habitual ways of social differentiation. Through an analysis of two student’s responses to an image of Basquiat, I make the case for how affect as …
Testimonios of teaching from four Latina first-year teachers
In 2020, first year teachers entered a school system that continued to emphasize policies, measures, and curriculum that support racism and social injustice. But first year teachers also entered at a time when there was renewed interest in openly pushing issues of race, oppression and violence into the forefront. I write about the lived experiences of four Latina teachers that were co-constructed as testimonios through dialogue and conversation. …
That Sure is Racist”
This work analyzed three grade 9 English Language Arts classroom discussions and contributions by Black youth as resistance acts. Using a framework of resistance based on an indigenous understanding of progress provided insight into how student resistance emerged in language as metaphor and stories. Thematic analysis of the three classroom discussions indicate student resistance is captured in the naming of what is often left silent or often sile…
Showing Up, Remaining Engaged, and Partaking as Students
This paper examines the ways in which 12 high school students of Mexican descent remain resilient amid difficult and stressful realities. Through an examination of students' interview responses, a case is made that students' ability to engage in school and figure out everyday ways to partake as students are signs of resilience. This work suggests the need to shift from a focus on single, specific stressful situations or experiences to a more accu…
Connecting Teacher Efficacy Beliefs in Promoting Resilience to Support of Latino Students
This article explores the connection of teacher self-efficacy beliefs in promoting student resilience to teaching practice and support of Latino students. Results suggest that efficacy beliefs related to resilience are linked to building important relationships through connecting with students, building on their experiences and knowledge, and understanding the issues they confront. In particular, important to strengthening the academic resilience…
Positioning Urban Teachers as Effective
This article focuses on the accounts by teachers who are positioned and who position themselves as “effective.” It draws on the relational aspects of positioning theory with respect to a determination of how the “effective teacher” position necessarily positions students. Findings suggest that students are positioned as (a) individuals within a sociocultural context, (b) fully capable of academic achievement, and (c) responsible for their school …
Connecting Teacher Efficacy Beliefs in Promoting Resilience to Support of Latino Students
This article explores the connection of teacher self-efficacy beliefs in promoting student resilience to teaching practice and support of Latino students. Results suggest that efficacy beliefs related to resilience are linked to building important relationships through connecting with students, building on their experiences and knowledge, and understanding the issues they confront. In particular, important to strengthening the academic resilience…
Positioning Urban Teachers as Effective
This article focuses on the accounts by teachers who are positioned and who position themselves as “effective.” It draws on the relational aspects of positioning theory with respect to a determination of how the “effective teacher” position necessarily positions students. Findings suggest that students are positioned as (a) individuals within a sociocultural context, (b) fully capable of academic achievement, and (c) responsible for their school …
That Sure is Racist”
This work analyzed three grade 9 English Language Arts classroom discussions and contributions by Black youth as resistance acts. Using a framework of resistance based on an indigenous understanding of progress provided insight into how student resistance emerged in language as metaphor and stories. Thematic analysis of the three classroom discussions indicate student resistance is captured in the naming of what is often left silent or often sile…
Showing Up, Remaining Engaged, and Partaking as Students
This paper examines the ways in which 12 high school students of Mexican descent remain resilient amid difficult and stressful realities. Through an examination of students' interview responses, a case is made that students' ability to engage in school and figure out everyday ways to partake as students are signs of resilience. This work suggests the need to shift from a focus on single, specific stressful situations or experiences to a more accu…
Showing Up, Remaining Engaged, and Partaking as Students
This paper examines the ways in which 12 high school students of Mexican descent remain resilient amid difficult and stressful realities. Through an examination of students' interview responses, a case is made that students' ability to engage in school and figure out everyday ways to partake as students are signs of resilience. This work suggests the need to shift from a focus on single, specific stressful situations or experiences to a more accu…
Connecting Teacher Efficacy Beliefs in Promoting Resilience to Support of Latino Students
This article explores the connection of teacher self-efficacy beliefs in promoting student resilience to teaching practice and support of Latino students. Results suggest that efficacy beliefs related to resilience are linked to building important relationships through connecting with students, building on their experiences and knowledge, and understanding the issues they confront. In particular, important to strengthening the academic resilience…
Positioning Urban Teachers as Effective
This article focuses on the accounts by teachers who are positioned and who position themselves as “effective.” It draws on the relational aspects of positioning theory with respect to a determination of how the “effective teacher” position necessarily positions students. Findings suggest that students are positioned as (a) individuals within a sociocultural context, (b) fully capable of academic achievement, and (c) responsible for their school …
That Sure is Racist”
This work analyzed three grade 9 English Language Arts classroom discussions and contributions by Black youth as resistance acts. Using a framework of resistance based on an indigenous understanding of progress provided insight into how student resistance emerged in language as metaphor and stories. Thematic analysis of the three classroom discussions indicate student resistance is captured in the naming of what is often left silent or often sile…
Producing New Affective Concepts of Race in an English Classroom
Focusing on moments in the English classroom imbued with affective forces that produce racial differentiation is central to the support of classrooms addressing race and racism. This work focuses on an event in an English classroom where race was constructed in ways that disrupted not only silence but habitual ways of social differentiation. Through an analysis of two student’s responses to an image of Basquiat, I make the case for how affect as …
Testimonios of teaching from four Latina first-year teachers
In 2020, first year teachers entered a school system that continued to emphasize policies, measures, and curriculum that support racism and social injustice. But first year teachers also entered at a time when there was renewed interest in openly pushing issues of race, oppression and violence into the forefront. I write about the lived experiences of four Latina teachers that were co-constructed as testimonios through dialogue and conversation. …
Tracey’s small stories in the figured world of regular track high school
This study investigates how Tracey, a Black 9th grade female student, constructed her academic identities and capacities for agency within the figured world of her regular track English class. Drawing on Holland and colleagues’ theory on identity and concept of figured worlds, the study uses Tracey’s small stories to demonstrate how she challenged the prevailing sociohistorical model of schooling through her multiple literacies. Through analysis …
Making a way out of no way”
Sociology (8 obras) · Psychology (7 obras) · Pedagogy (5 obras) · Political science (5 obras) · Social Psychology (5 obras) · Critical Race Theory in Education (4 obras) · Mathematics education (4 obras) · Gender Studies (3 obras) · Social Psychology (3 obras) · Teacher Education and Leadership Studies (3 obras)