Carmen M Martínez-Roldán
Biographic Data
| ID | 217330 |
|---|---|
| NAME | Carmen M Martínez-Roldán |
| GIVEN NAMES | Carmen M |
| FAMILY NAME | Martínez-Roldán |
| SIGNATURE | MARTÍNEZ-ROLDÁN C M |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0002-2092-824X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
The manifestation of chinese preservice bilingual teachers’ relational agency in a change laboratory intervention
This qualitative case study is an examination of the relational agency manifested by three Chinese preservice bilingual teachers as they participated in a semester-long Change Laboratory (CL) intervention, during which they were placed in bilingual classrooms to work with their cooperating teachers. The bilingual teacher educators (i.e., the authors in this article) adapted and applied the CL methodology in the student teaching seminar course to …
Struggling to-be or not-to-be a bilingual teacher
While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the…
Holy Molé! and the Reproduction of a Colonialist Perspective
This chapter describes a critical content analysis of Holy Molé!: A Folktale from Mexico, by Caroline McAlister and illustrated by Stefan Czernecki (McAlister 2006). The picture book offers a retelling of a traditional Mexican tale about the origins of mole. The analysis occurred within a sociohistorical context by which the legacy of a colonialist ideology often erases and appropriates the contributions of Indigenous communities. The study was i…
Resisting Erasure and Developing Networks of Solidarity
In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain…
Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program
This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the analysis. The author uses the concept of internal contradictions to analyze dilemmas that emerged duri…
Reading the world, the globe, the cosmos
Suzanne Choo's book is a timely and thoughtful contribution that engages literature teachers, teacher educators, and literature researchers with critical issues related to the pedagogical power of
“Reading between the Pictures”
In this article, the authors share findings from a study in which immigrant students responded to the wordless text The Arrival in small-group, bilingual literature discussions. The interpretive processes of two of the children with different ethnic backgrounds, levels of English proficiency, and styles of response are highlighted as exemplary and contrastive case studies. Additionally, the social nature of the students’ interpretive work is illu…
Latino Literature Mediating Teacher Learning
This interpretive study draws on data from a larger inquiry into teacher learning in a graduate-level course on Latino literature at a large southwestern university. The article focuses on a small diverse group of educators taking part in a literature discussion of the novel Before We Were Free by J. Alvarez (2002 Alvarez, J. 2002. Before we were free, New York: Knopf. [Google Scholar]). Using a sociocultural perspective of learning, the authors …
Examining Bilingual Children's Gender Ideologies through Critical Discourse Analysis
This article presents a case study of young bilingual students' discussions of literature in a second-grade Spanish/English bilingual classroom in the US. Sociocultural, critical, and Chicana feminist perspectives informed an analysis of the ways the children worked at understanding, marking, and resisting gender boundaries. This critical discourse analysis helped reveal students' emergent gender ideologies and their awareness of gender inequitie…
Building Worlds and Identities
This article investigates the use of oral narratives by a 7-year-old Mexican born girl (Isabela) participating in small group literature discussions in a bilingual 2nd-grade classroom in the U.S. over a year. The study is grounded in sociocultural and critical perspectives and uses narrative and transactional theories to understand literacy events
Struggling to-be or not-to-be a bilingual teacher
While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the…
Resisting Erasure and Developing Networks of Solidarity
In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain…
Latino Literature Mediating Teacher Learning
This interpretive study draws on data from a larger inquiry into teacher learning in a graduate-level course on Latino literature at a large southwestern university. The article focuses on a small diverse group of educators taking part in a literature discussion of the novel Before We Were Free by J. Alvarez (2002 Alvarez, J. 2002. Before we were free, New York: Knopf. [Google Scholar]). Using a sociocultural perspective of learning, the authors …
Building Worlds and Identities
This article investigates the use of oral narratives by a 7-year-old Mexican born girl (Isabela) participating in small group literature discussions in a bilingual 2nd-grade classroom in the U.S. over a year. The study is grounded in sociocultural and critical perspectives and uses narrative and transactional theories to understand literacy events
Examining Bilingual Children's Gender Ideologies through Critical Discourse Analysis
This article presents a case study of young bilingual students' discussions of literature in a second-grade Spanish/English bilingual classroom in the US. Sociocultural, critical, and Chicana feminist perspectives informed an analysis of the ways the children worked at understanding, marking, and resisting gender boundaries. This critical discourse analysis helped reveal students' emergent gender ideologies and their awareness of gender inequitie…
“Reading between the Pictures”
In this article, the authors share findings from a study in which immigrant students responded to the wordless text The Arrival in small-group, bilingual literature discussions. The interpretive processes of two of the children with different ethnic backgrounds, levels of English proficiency, and styles of response are highlighted as exemplary and contrastive case studies. Additionally, the social nature of the students’ interpretive work is illu…
Latino Literature Mediating Teacher Learning
This interpretive study draws on data from a larger inquiry into teacher learning in a graduate-level course on Latino literature at a large southwestern university. The article focuses on a small diverse group of educators taking part in a literature discussion of the novel Before We Were Free by J. Alvarez (2002 Alvarez, J. 2002. Before we were free, New York: Knopf. [Google Scholar]). Using a sociocultural perspective of learning, the authors …
Reading the world, the globe, the cosmos
Suzanne Choo's book is a timely and thoughtful contribution that engages literature teachers, teacher educators, and literature researchers with critical issues related to the pedagogical power of
Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program
This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the analysis. The author uses the concept of internal contradictions to analyze dilemmas that emerged duri…
Resisting Erasure and Developing Networks of Solidarity
In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain…
Holy Molé! and the Reproduction of a Colonialist Perspective
This chapter describes a critical content analysis of Holy Molé!: A Folktale from Mexico, by Caroline McAlister and illustrated by Stefan Czernecki (McAlister 2006). The picture book offers a retelling of a traditional Mexican tale about the origins of mole. The analysis occurred within a sociohistorical context by which the legacy of a colonialist ideology often erases and appropriates the contributions of Indigenous communities. The study was i…
Struggling to-be or not-to-be a bilingual teacher
While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the…
The manifestation of chinese preservice bilingual teachers’ relational agency in a change laboratory intervention
This qualitative case study is an examination of the relational agency manifested by three Chinese preservice bilingual teachers as they participated in a semester-long Change Laboratory (CL) intervention, during which they were placed in bilingual classrooms to work with their cooperating teachers. The bilingual teacher educators (i.e., the authors in this article) adapted and applied the CL methodology in the student teaching seminar course to …
Pedagogy (9 works) · Sociology (8 works) · Psychology (7 works) · Linguistics (5 works) · Political science (4 works) · Social science (4 works) · Teacher Education and Leadership Studies (4 works) · Bilingual education (3 works) · Educator Training and Historical Pedagogy (3 works) · Gender Studies (3 works)