Dan Heiman
Biographic Data
| ID | 101822 |
|---|---|
| NAME | Dan Heiman |
| GIVEN NAMES | Dan |
| FAMILY NAME | Heiman |
| SIGNATURE | HEIMAN D |
| AFFILIATIONS | University of North Texas |
| ORCID | 0000-0001-7472-9548 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 112 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Basketball in the (Segundo) Barrio: An Emerging Collaboration Between a University and a Community STREAM Center
This emerging collaboration between a borderlands bilingual teacher preparation program and a community STREAM Center (Alamito) in Segundo Barrio in El Paso, TX takes inspiration from recent critical scholarship around basketball as a potential space of learning and fugitivity with/in and alongside Latinx youth and communities (Carrillo, 2024 ); Carrillo & Gilliam, 2024 ). Through ongoing dialogue and dreamings about potential collaborations betw…
Response to Mariela Nuñez‐Janes' 2023 CAE Past President's Lecture: Embracing Activism in the Anthropology of Education
Now it’s all upper-class parents who are checking out schools”: Gentrification as coloniality in the enactment of two-way bilingual education policies
Research shows that I am here for them”: Acompañamiento as language policy activism in times of TWBE gentrification
Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community
Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminata…
Más allá de la lengua: Embracing the Messiness as Bilingual Teacher Educators
Using testimonios as counterstories, we—a Latina/Indigenous immigrant and white U.S. male—examine our professional trajectories while noting changes that shaped our identities as educators and researchers within a bilingual teacher preparation program. The dual purpose of this paper is (a) to highlight our struggles as bilingual teacher educators to change both our own practices and those of our institutions in preparing future bilingual teachers…
So, Is Gentrification Good or Bad: One Teacher's Implementation of the Fourth Goal in Her TWBE Classroom
Two-way bilingual education (TWBE) is guided by three traditional goals: academic achievement, bilingualism/biliteracy, and sociocultural competence. The rapid growth, whitening, and gentrification of TWBE programs have prompted a call for an extension of the three traditional goals to include a fourth one: critical consciousness. This critical ethnography examines how the author and a fifth-grade TWBE teacher prioritized this fourth goal in the …
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education
Two-way dual language (TWDL) bilingual education programs share 3 core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: Critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture and race backgrounds, equity is unfortunatelystill a challenge in TWDL classrooms and schools. We argue that centering critical consciou…
Centering the Fourth Pillar in Times of TWBE Gentrification: “Spanish, Love, Content, Not in That Order”
The growth of TWBE programs—mainly due to the surging interest of White English-speaking families—presents the field with myriad challenges and hopeful possibilities. Critical scholars in bilingual education point to an urgency to reissue Guadalupe Valdés’s “cautionary note” due to a neoliberal path targeting TWBE programs, posing a dangerous threat to the original aims of bilingual education that prioritizes the lives and realities of Latinx stu…
Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces
This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program…
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education
Two-way dual language (TWDL) bilingual education programs share 3 core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: Critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture and race backgrounds, equity is unfortunatelystill a challenge in TWDL classrooms and schools. We argue that centering critical consciou…
Now it’s all upper-class parents who are checking out schools”: Gentrification as coloniality in the enactment of two-way bilingual education policies
So, Is Gentrification Good or Bad: One Teacher's Implementation of the Fourth Goal in Her TWBE Classroom
Two-way bilingual education (TWBE) is guided by three traditional goals: academic achievement, bilingualism/biliteracy, and sociocultural competence. The rapid growth, whitening, and gentrification of TWBE programs have prompted a call for an extension of the three traditional goals to include a fourth one: critical consciousness. This critical ethnography examines how the author and a fifth-grade TWBE teacher prioritized this fourth goal in the …
Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community
Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminata…
Research shows that I am here for them”: Acompañamiento as language policy activism in times of TWBE gentrification
Más allá de la lengua: Embracing the Messiness as Bilingual Teacher Educators
Using testimonios as counterstories, we—a Latina/Indigenous immigrant and white U.S. male—examine our professional trajectories while noting changes that shaped our identities as educators and researchers within a bilingual teacher preparation program. The dual purpose of this paper is (a) to highlight our struggles as bilingual teacher educators to change both our own practices and those of our institutions in preparing future bilingual teachers…
Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces
This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program…
Centering the Fourth Pillar in Times of TWBE Gentrification: “Spanish, Love, Content, Not in That Order”
The growth of TWBE programs—mainly due to the surging interest of White English-speaking families—presents the field with myriad challenges and hopeful possibilities. Critical scholars in bilingual education point to an urgency to reissue Guadalupe Valdés’s “cautionary note” due to a neoliberal path targeting TWBE programs, posing a dangerous threat to the original aims of bilingual education that prioritizes the lives and realities of Latinx stu…
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education
Two-way dual language (TWDL) bilingual education programs share 3 core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: Critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture and race backgrounds, equity is unfortunatelystill a challenge in TWDL classrooms and schools. We argue that centering critical consciou…
Now it’s all upper-class parents who are checking out schools”: Gentrification as coloniality in the enactment of two-way bilingual education policies
Research shows that I am here for them”: Acompañamiento as language policy activism in times of TWBE gentrification
Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community
Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminata…
Más allá de la lengua: Embracing the Messiness as Bilingual Teacher Educators
Using testimonios as counterstories, we—a Latina/Indigenous immigrant and white U.S. male—examine our professional trajectories while noting changes that shaped our identities as educators and researchers within a bilingual teacher preparation program. The dual purpose of this paper is (a) to highlight our struggles as bilingual teacher educators to change both our own practices and those of our institutions in preparing future bilingual teachers…
So, Is Gentrification Good or Bad: One Teacher's Implementation of the Fourth Goal in Her TWBE Classroom
Two-way bilingual education (TWBE) is guided by three traditional goals: academic achievement, bilingualism/biliteracy, and sociocultural competence. The rapid growth, whitening, and gentrification of TWBE programs have prompted a call for an extension of the three traditional goals to include a fourth one: critical consciousness. This critical ethnography examines how the author and a fifth-grade TWBE teacher prioritized this fourth goal in the …
Response to Mariela Nuñez‐Janes' 2023 CAE Past President's Lecture: Embracing Activism in the Anthropology of Education
Basketball in the (Segundo) Barrio: An Emerging Collaboration Between a University and a Community STREAM Center
This emerging collaboration between a borderlands bilingual teacher preparation program and a community STREAM Center (Alamito) in Segundo Barrio in El Paso, TX takes inspiration from recent critical scholarship around basketball as a potential space of learning and fugitivity with/in and alongside Latinx youth and communities (Carrillo, 2024 ); Carrillo & Gilliam, 2024 ). Through ongoing dialogue and dreamings about potential collaborations betw…
Sociology (9 works) · Multilingual Education and Policy (8 works) · Global Education and Multiculturalism (7 works) · Pedagogy (7 works) · Bilingual education (5 works) · Critical Race Theory in Education (5 works) · Gentrification (5 works) · Political science (5 works) · Psychology (5 works) · Critical consciousness (4 works)