Jessica Cira Rubin
Biographic Data
| ID | 125823 |
|---|---|
| NAME | Jessica Cira Rubin |
| GIVEN NAMES | Jessica Cira |
| FAMILY NAME | Rubin |
| SIGNATURE | RUBIN J C |
| AFFILIATIONS | University of Waikato |
| ORCID | 0000-0002-4429-5440 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
English Teachers’ Agency and Critical Teaching with Canonised Texts
The most recent publication of the New Zealand secondary English curriculum shows a shift toward the expectation to teach some of the same, traditional texts in all New Zealand schools. Teachers in Aotearoa, like their global counterparts, bear the challenge of balancing prescriptive curriculum requirements with the need to make active choices about their teaching. From that perspective, this literature review critically examines research that sh…
Effective writing pedagogy in Aotearoa New Zealand’s bicultural context
Reported trends signal that current approaches to teaching writing are not working as well as they could to engage all students. This review of literature focuses on a culturally responsive ethos for the teaching of writing in Aotearoa New Zealand, incorporating information from over 80 publications from 2000 to 2020. The new understandings generated through this analysis are presented in three sections guided by Indigenous Māori concepts: whakap…
Beyond pedagogy
Reading the Violences of School Through a New Lens
This analysis explores a literacy teacher's changing perspective about teaching in a prestigious high school after learning about ahimsa, or holistic nonviolence. Drawing from theories of transformational learning and critical pedagogy in addition to understandings of ahimsa, this article presents some of the participant's new perceptions about her teaching and about the culture of the elite high school where she worked, including perceptions of …
Early-career primary school teachers as ‘watched watchers’
Beginning teachers in early childhood education
The early phases of teachers’ professional careers are multi-layered and informed by many factors, including teachers’ values, their own experiences in schools, and the nested contexts of their professional employment. While in teachers’ everyday lives government policies sometimes operate beneath the surface rather than overtly, these policies influence many teachers’ experiences, contributing significantly to what critical discourse analysis sc…
Third spaces and tensions
Staying With the Trouble
This article attends to the possibilities that emerged from pedagogical invitation to the more-than-human in a qualitative inquiry course. We focus on the situated ethical and (micro)political grapplings that emerged from paying attention to the more-than-human alongside asymmetrical human and more-than-human lifeworlds. Our orientation toward the ethical and (micro)political is enacted through visual, poetic, and narrative storytelling that atte…
Transforming Literacy Education in Urban Schools
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
And then on to the next school to mess things up’
In this analysis, events from a preservice teacher’s internship in a seventh-grade literacy classroom are explored using theories of deconstruction. Deconstruction is activated as both a lens through which to observe and a framework for understanding moments when binaries and other linguistic structures and shortcomings are illuminated as inadequate. In the discussion of deconstruction events and new understandings, the author explains the partic…
This is English class”
Staying With the Trouble
This article attends to the possibilities that emerged from pedagogical invitation to the more-than-human in a qualitative inquiry course. We focus on the situated ethical and (micro)political grapplings that emerged from paying attention to the more-than-human alongside asymmetrical human and more-than-human lifeworlds. Our orientation toward the ethical and (micro)political is enacted through visual, poetic, and narrative storytelling that atte…
This is English class”
Third spaces and tensions
And then on to the next school to mess things up’
In this analysis, events from a preservice teacher’s internship in a seventh-grade literacy classroom are explored using theories of deconstruction. Deconstruction is activated as both a lens through which to observe and a framework for understanding moments when binaries and other linguistic structures and shortcomings are illuminated as inadequate. In the discussion of deconstruction events and new understandings, the author explains the partic…
This is English class”
Transforming Literacy Education in Urban Schools
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
And then on to the next school to mess things up’
In this analysis, events from a preservice teacher’s internship in a seventh-grade literacy classroom are explored using theories of deconstruction. Deconstruction is activated as both a lens through which to observe and a framework for understanding moments when binaries and other linguistic structures and shortcomings are illuminated as inadequate. In the discussion of deconstruction events and new understandings, the author explains the partic…
Third spaces and tensions
Staying With the Trouble
This article attends to the possibilities that emerged from pedagogical invitation to the more-than-human in a qualitative inquiry course. We focus on the situated ethical and (micro)political grapplings that emerged from paying attention to the more-than-human alongside asymmetrical human and more-than-human lifeworlds. Our orientation toward the ethical and (micro)political is enacted through visual, poetic, and narrative storytelling that atte…
Beginning teachers in early childhood education
The early phases of teachers’ professional careers are multi-layered and informed by many factors, including teachers’ values, their own experiences in schools, and the nested contexts of their professional employment. While in teachers’ everyday lives government policies sometimes operate beneath the surface rather than overtly, these policies influence many teachers’ experiences, contributing significantly to what critical discourse analysis sc…
Beyond pedagogy
Reading the Violences of School Through a New Lens
This analysis explores a literacy teacher's changing perspective about teaching in a prestigious high school after learning about ahimsa, or holistic nonviolence. Drawing from theories of transformational learning and critical pedagogy in addition to understandings of ahimsa, this article presents some of the participant's new perceptions about her teaching and about the culture of the elite high school where she worked, including perceptions of …
Early-career primary school teachers as ‘watched watchers’
Effective writing pedagogy in Aotearoa New Zealand’s bicultural context
Reported trends signal that current approaches to teaching writing are not working as well as they could to engage all students. This review of literature focuses on a culturally responsive ethos for the teaching of writing in Aotearoa New Zealand, incorporating information from over 80 publications from 2000 to 2020. The new understandings generated through this analysis are presented in three sections guided by Indigenous Māori concepts: whakap…
English Teachers’ Agency and Critical Teaching with Canonised Texts
The most recent publication of the New Zealand secondary English curriculum shows a shift toward the expectation to teach some of the same, traditional texts in all New Zealand schools. Teachers in Aotearoa, like their global counterparts, bear the challenge of balancing prescriptive curriculum requirements with the need to make active choices about their teaching. From that perspective, this literature review critically examines research that sh…
Pedagogy (10 works) · Sociology (10 works) · Psychology (8 works) · Teacher Education and Leadership Studies (7 works) · Political science (6 works) · Literacy, Media, and Education (5 works) · Mathematics education (5 works) · Literacy (4 works) · Aotearoa (3 works) · Education Systems and Policy (3 works)