Rachel Snyder Bhansari
Biographic Data
| ID | 176338 |
|---|---|
| NAME | Rachel Snyder Bhansari |
| GIVEN NAMES | Rachel Snyder |
| FAMILY NAME | Bhansari |
| SIGNATURE | BHANSARI R S |
| AFFILIATIONS | Portland State University |
| ORCID | 0000-0002-8866-8464 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“We need you to hear us”
Recent research has demonstrated that many racial and linguistic inequities exist in dual language bilingual education (DLBE) programs. The increase of DLBE programs in districts across the nation has complex connections to existing racial hierarchies embedded in educational landscapes. Less research has examined how these dynamics impact teachers, particularly multilingual teachers of Color. This critical, qualitative study followed a group of f…
‘We couldn’t share who we are without being able to draw on this “twoness”’
This article describes a program which centered multilingualism and racial justice in higher education in an elementary teacher education program in the United States. By using the theory of ideological clarity, we sought to understand learning outcomes for teacher candidates (TCs) and their contexts, and make salient the racial and linguistic intersections within TCs' identities/subjectivities. We show that by drawing significantly on candidates…
Invisible Labor and Visible Racism
Colección de papelitos
“Mi conciencia habla inglés, aunque yo no quiera”
In this study, we examine translingual identity poems written by three focal Latinx Teacher Candidates (TCs) in response to assignments in their Teacher Education Program (TEP). To interpret the focal TCs work, we bring together theories of raciolinguicized subjectivities, translingual literacies, and sociopolitical wisdom. Through thematic analysis, we argue that the use of translingual identity poems provided opportunities for TCs to draw on th…
Teaching as poetry
This paper explores the emotional experiences of three first-year Latinx teachers in Dual Language Bilingual Education (DLBE) programs. Drawing on interviews completed over the course of a year-long critical ethnography with collaborative elements, I created a series of transcription poems highlighting salient emotions. Applying feminist theories of emotion as knowledge to the teachers’ expressions in the poems, I argue that the poems indicate th…
Critical Witnessing in Teacher Education Research
Critical feminist methodologies shift the stance of the researcher, prioritizing collaboration, community, and attention to power. Building on the concept of critical witnessing, this article forwards a methodology of collaborative self-study through the reflexive use of poetry. We present three poems that highlight significant moments in our work as critical teacher educators. As white and Latinx multilingual teacher educators, we elucidate the …
“I’ve become what I’m trying to fight…”
A Collective Journey
This article analyzes critical reflection groups held over the course of a year-long collaborative ethnography between me as researcher and five novice bilingual teachers. I also explore the affordances of collaborative methods in the formation of collective critique for practicing teachers
Forging Teacher Educator Identities
In this essay, we use vignettes to portray our journeys toward, affiliations to and contentions with the “teacher educator” identity. By drawing on critical self-reflection, radical vulnerability and our collaborative discussions and work, we suggest that the formation of a teacher educator identity is relational, tied to emotion and embodied experiences, and career-long. We close with a series of critical questions meant to model the work we bel…
No prominent works on this page.
Forging Teacher Educator Identities
In this essay, we use vignettes to portray our journeys toward, affiliations to and contentions with the “teacher educator” identity. By drawing on critical self-reflection, radical vulnerability and our collaborative discussions and work, we suggest that the formation of a teacher educator identity is relational, tied to emotion and embodied experiences, and career-long. We close with a series of critical questions meant to model the work we bel…
“I’ve become what I’m trying to fight…”
A Collective Journey
This article analyzes critical reflection groups held over the course of a year-long collaborative ethnography between me as researcher and five novice bilingual teachers. I also explore the affordances of collaborative methods in the formation of collective critique for practicing teachers
“Mi conciencia habla inglés, aunque yo no quiera”
In this study, we examine translingual identity poems written by three focal Latinx Teacher Candidates (TCs) in response to assignments in their Teacher Education Program (TEP). To interpret the focal TCs work, we bring together theories of raciolinguicized subjectivities, translingual literacies, and sociopolitical wisdom. Through thematic analysis, we argue that the use of translingual identity poems provided opportunities for TCs to draw on th…
Teaching as poetry
This paper explores the emotional experiences of three first-year Latinx teachers in Dual Language Bilingual Education (DLBE) programs. Drawing on interviews completed over the course of a year-long critical ethnography with collaborative elements, I created a series of transcription poems highlighting salient emotions. Applying feminist theories of emotion as knowledge to the teachers’ expressions in the poems, I argue that the poems indicate th…
Critical Witnessing in Teacher Education Research
Critical feminist methodologies shift the stance of the researcher, prioritizing collaboration, community, and attention to power. Building on the concept of critical witnessing, this article forwards a methodology of collaborative self-study through the reflexive use of poetry. We present three poems that highlight significant moments in our work as critical teacher educators. As white and Latinx multilingual teacher educators, we elucidate the …
‘We couldn’t share who we are without being able to draw on this “twoness”’
This article describes a program which centered multilingualism and racial justice in higher education in an elementary teacher education program in the United States. By using the theory of ideological clarity, we sought to understand learning outcomes for teacher candidates (TCs) and their contexts, and make salient the racial and linguistic intersections within TCs' identities/subjectivities. We show that by drawing significantly on candidates…
Invisible Labor and Visible Racism
Colección de papelitos
“We need you to hear us”
Recent research has demonstrated that many racial and linguistic inequities exist in dual language bilingual education (DLBE) programs. The increase of DLBE programs in districts across the nation has complex connections to existing racial hierarchies embedded in educational landscapes. Less research has examined how these dynamics impact teachers, particularly multilingual teachers of Color. This critical, qualitative study followed a group of f…
Sociology (8 works) · Multilingual Education and Policy (7 works) · Pedagogy (7 works) · Aesthetics (6 works) · Critical Race Theory in Education (5 works) · Epistemology (5 works) · Psychology (5 works) · Ethnography (4 works) · Global Education and Multiculturalism (4 works) · Embodied cognition (3 works)