Sue Sala
Datos Biográficos
| ID | 213854 |
|---|---|
| NOMBRE | Sue Sala |
| NOMBRES | Sue |
| APELLIDO | Sala |
| FIRMA | SALA S |
| AFILIACIONES | University of North Carolina at Charlotte |
| ORCID | 0000-0002-0007-7062 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 12 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Black women teachers’ shapeshifting boundaryless careers
In this analytic narrative, we story the career of a Black millennial woman, Andrea Gamble, who, over 20 years, four states, and two coasts, cultivated a professional repertoire as a middle school teacher and K-8 assistant principal while maintaining a parallel career in postsecondary student affairs. Her shapeshifting portfolio included a B.S. in Middle Grades Education, an M.Ed. in Educational Administration, and a Ph.D. in Curriculum and Instr…
Teachers, leadership, and Black boys’ racialized funds of knowledge
While an abundant literature has theorized the complex and layered reasons why many young Black men choose not to teach and/or leave the K-12 classroom, comparatively less has been written about the professional journeys of those few who stay and slowly make their way through teaching and into teacher leadership. In this article, we story a young Black male educator’s professional trajectory across K-12 spaces as a teacher, an instructional coach…
“Half of myself is—feels German”
Romeo Garavaglia (a pseudonym), whose East German mother married his Italian father and later his Bosnian Muslim stepfather, did not look un-German; and, in fact he was German—or a perpetual foreigner—depending on the circumstances of his daily interactions. In this article, the authors story a suite of in-depth interviews to theorize how Garavaglia’s Migrationshintergrund [immigrant background] identity played out in his professional trajectory …
Todo sobre mi madre
In this article, we draw from an in-depth interview sequence to story how a Latina’s delayed professional trajectory into the New South schoolhouse was, in large part, due to her mother’s warning that K-12 teaching was a dead-end career for losers. Our analysis underscores the emotional tensions that Janet Castillo (a pseudonym) navigated as she struggled to reconcile the burden of her mother’s approval with her own professional dreams. We sugges…
The Difference a Three-Minute Video Makes
Some research has shown that using videos in online courses can promote learner’s connection to the instructor (Banerjee et al., 2020). This quasi-experimental self-study aimed to explore the impact of brief three-minute instructor-generated videos in twin segments of an online graduate teacher education seminar focused on Globalization, Communities, and Schools. Specifically, we sought to understand the extent to which the insertion of these vid…
Teacher disequilibrium, programmatic doublespeak, and “a day without immigrants”
In this article, we leverage in-depth interview to probe a Third Grade teacher’s memories of the 2016–2017 School Year in a Spanish/English Dual Language Immersion (DL/I) school serving one of North Carolina’s new Latinx communities. As our analysis will demonstrate, Mariana Castillo’s interaction with the events of SY 16-17 combined with her still vivid memories as a child immigrant, led to her generalization that she was just another Brown body…
“Nobody’s Mule”
Urban charter schools targeting Black communities struggle to recruit Black teachers and even more to retain them. At the same time that scholarship has begun to recenter Black and Brown teachers’ lives, the narrated perspectives of Black women teachers are often drowned out in urban educational reform’s Hollywoodization. In this article, we story Nina Sinclair’s 7-year teaching trajectory across five urban charters in two states to examine her l…
You Teach What?” Black Males, New Latino South Classrooms, and Wanderlust
An abundant and longstanding body of scholarship has underscored the White femininity of the U.S. K-12 teaching workforce and the need to diversify its ranks. Black males, in particular, potentially struggle with the notion of becoming teachers given their often highly negative lived experiences with schools and schooling including low expectations, racial stereotypes, microagressions, and disproportionate discipline and punishment. For those Bla…
Irreconcilable Differences
Nativity Shifts, Broken Dreams, and the New Latino South's Post-First Generation
For game three of the 2013 NBA finals, 11-year-old Sebastian de la Cruz, a musical prodigy born and raised in the great state of Texas, opened the June game with a rendition of the Star Spangled Banner—a la mariachi. As the applause faded for the El Charro de Oro's [The Golden Mariachi's] performance, an outburst of racialized twittering hit the cloud. Although we watched the series of events that surrounded Sebastian de la Cruz's performances fr…
In the Shadow of Stone Mountain
In this article, we draw from cultural historical theory to examine the assimilationist forces embodied by English as a Second Language (ESOL) identification and programming practices in and outside of Georgia. We argue that the categorization of Spanish-speaking schoolchildren as Limited English Proficient is an extension of historical subtractive practices grounded in monolithic assumptions of what it means to be “American.” Along the way, U.S.…
El sueño demorado o por qué la educación multicultural no logra cerrar la brecha educativa. Un análisis histórico-cultural
En el presente artículo se realiza un análisis crítico del paradigma de la educación multicultural y de su fracaso a la hora de reducir las severas diferencias que caracterizan el rendimiento estudiantil en los Estados Unidos, defendiendo una praxis que extienda la igualdad en el aprendizaje y en otras áreas del desarrollo. Argumentamos que para desmantelar la desigualdad entre grupos se requiere una reforma sistemática de las estructuras y polít…
The dream deferred
The authors critically examine multicultural education and its failure to address the stark differences that characterize student achievement in North America in terms of a praxis that would bring equity in learning or other developmental outcomes. Arguing that dismantling proportional group based inequality depends on the systematic reform of structures and policies currently perpetuating the correlation between children's ethnocultural and econ…
In the Shadow of Stone Mountain
In this article, we draw from cultural historical theory to examine the assimilationist forces embodied by English as a Second Language (ESOL) identification and programming practices in and outside of Georgia. We argue that the categorization of Spanish-speaking schoolchildren as Limited English Proficient is an extension of historical subtractive practices grounded in monolithic assumptions of what it means to be “American.” Along the way, U.S.…
Nativity Shifts, Broken Dreams, and the New Latino South's Post-First Generation
For game three of the 2013 NBA finals, 11-year-old Sebastian de la Cruz, a musical prodigy born and raised in the great state of Texas, opened the June game with a rendition of the Star Spangled Banner—a la mariachi. As the applause faded for the El Charro de Oro's [The Golden Mariachi's] performance, an outburst of racialized twittering hit the cloud. Although we watched the series of events that surrounded Sebastian de la Cruz's performances fr…
Irreconcilable Differences
The dream deferred
The authors critically examine multicultural education and its failure to address the stark differences that characterize student achievement in North America in terms of a praxis that would bring equity in learning or other developmental outcomes. Arguing that dismantling proportional group based inequality depends on the systematic reform of structures and policies currently perpetuating the correlation between children's ethnocultural and econ…
El sueño demorado o por qué la educación multicultural no logra cerrar la brecha educativa. Un análisis histórico-cultural
En el presente artículo se realiza un análisis crítico del paradigma de la educación multicultural y de su fracaso a la hora de reducir las severas diferencias que caracterizan el rendimiento estudiantil en los Estados Unidos, defendiendo una praxis que extienda la igualdad en el aprendizaje y en otras áreas del desarrollo. Argumentamos que para desmantelar la desigualdad entre grupos se requiere una reforma sistemática de las estructuras y polít…
The dream deferred
The authors critically examine multicultural education and its failure to address the stark differences that characterize student achievement in North America in terms of a praxis that would bring equity in learning or other developmental outcomes. Arguing that dismantling proportional group based inequality depends on the systematic reform of structures and policies currently perpetuating the correlation between children's ethnocultural and econ…
In the Shadow of Stone Mountain
In this article, we draw from cultural historical theory to examine the assimilationist forces embodied by English as a Second Language (ESOL) identification and programming practices in and outside of Georgia. We argue that the categorization of Spanish-speaking schoolchildren as Limited English Proficient is an extension of historical subtractive practices grounded in monolithic assumptions of what it means to be “American.” Along the way, U.S.…
Nativity Shifts, Broken Dreams, and the New Latino South's Post-First Generation
For game three of the 2013 NBA finals, 11-year-old Sebastian de la Cruz, a musical prodigy born and raised in the great state of Texas, opened the June game with a rendition of the Star Spangled Banner—a la mariachi. As the applause faded for the El Charro de Oro's [The Golden Mariachi's] performance, an outburst of racialized twittering hit the cloud. Although we watched the series of events that surrounded Sebastian de la Cruz's performances fr…
“Nobody’s Mule”
Urban charter schools targeting Black communities struggle to recruit Black teachers and even more to retain them. At the same time that scholarship has begun to recenter Black and Brown teachers’ lives, the narrated perspectives of Black women teachers are often drowned out in urban educational reform’s Hollywoodization. In this article, we story Nina Sinclair’s 7-year teaching trajectory across five urban charters in two states to examine her l…
You Teach What?” Black Males, New Latino South Classrooms, and Wanderlust
An abundant and longstanding body of scholarship has underscored the White femininity of the U.S. K-12 teaching workforce and the need to diversify its ranks. Black males, in particular, potentially struggle with the notion of becoming teachers given their often highly negative lived experiences with schools and schooling including low expectations, racial stereotypes, microagressions, and disproportionate discipline and punishment. For those Bla…
Irreconcilable Differences
Teacher disequilibrium, programmatic doublespeak, and “a day without immigrants”
In this article, we leverage in-depth interview to probe a Third Grade teacher’s memories of the 2016–2017 School Year in a Spanish/English Dual Language Immersion (DL/I) school serving one of North Carolina’s new Latinx communities. As our analysis will demonstrate, Mariana Castillo’s interaction with the events of SY 16-17 combined with her still vivid memories as a child immigrant, led to her generalization that she was just another Brown body…
The Difference a Three-Minute Video Makes
Some research has shown that using videos in online courses can promote learner’s connection to the instructor (Banerjee et al., 2020). This quasi-experimental self-study aimed to explore the impact of brief three-minute instructor-generated videos in twin segments of an online graduate teacher education seminar focused on Globalization, Communities, and Schools. Specifically, we sought to understand the extent to which the insertion of these vid…
Teachers, leadership, and Black boys’ racialized funds of knowledge
While an abundant literature has theorized the complex and layered reasons why many young Black men choose not to teach and/or leave the K-12 classroom, comparatively less has been written about the professional journeys of those few who stay and slowly make their way through teaching and into teacher leadership. In this article, we story a young Black male educator’s professional trajectory across K-12 spaces as a teacher, an instructional coach…
“Half of myself is—feels German”
Romeo Garavaglia (a pseudonym), whose East German mother married his Italian father and later his Bosnian Muslim stepfather, did not look un-German; and, in fact he was German—or a perpetual foreigner—depending on the circumstances of his daily interactions. In this article, the authors story a suite of in-depth interviews to theorize how Garavaglia’s Migrationshintergrund [immigrant background] identity played out in his professional trajectory …
Todo sobre mi madre
In this article, we draw from an in-depth interview sequence to story how a Latina’s delayed professional trajectory into the New South schoolhouse was, in large part, due to her mother’s warning that K-12 teaching was a dead-end career for losers. Our analysis underscores the emotional tensions that Janet Castillo (a pseudonym) navigated as she struggled to reconcile the burden of her mother’s approval with her own professional dreams. We sugges…
Black women teachers’ shapeshifting boundaryless careers
In this analytic narrative, we story the career of a Black millennial woman, Andrea Gamble, who, over 20 years, four states, and two coasts, cultivated a professional repertoire as a middle school teacher and K-8 assistant principal while maintaining a parallel career in postsecondary student affairs. Her shapeshifting portfolio included a B.S. in Middle Grades Education, an M.Ed. in Educational Administration, and a Ph.D. in Curriculum and Instr…
Sociology (12 obras) · Psychology (9 obras) · Pedagogy (8 obras) · Political science (8 obras) · Critical Race Theory in Education (5 obras) · Gender Studies (5 obras) · Law (5 obras) · Mathematics education (5 obras) · Multilingual Education and Policy (4 obras) · Teacher Education and Leadership Studies (4 obras)