Christine A Mallozzi
Dados Biográficos
| ID | 242044 |
|---|---|
| NOME | Christine A Mallozzi |
| PRENOMES | Christine A |
| SOBRENOME | Mallozzi |
| ASSINATURA | MALLOZZI C A |
| AFILIAÇÕES | University of Kentucky |
| ORCID | 0000-0002-9485-7966 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 31 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Gender doesn’t matter
Embora seja discutível a importância das questões de género na educação, a sua relevância na investigação educacional sobre os professores não é clara. Motivados em parte pelo apelo de Acker (1995-1996) de reforço da investigação focada nas questões de género e nas mulheres na educação, os autores questionam: «o género ainda é importante na educação norte-americana no que diz respeito às mulheres professoras?». Afirmamos que o género é importante…
The Literate Body
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
We have education, I can say that’
We present a discourse analysis of narratives from two adult Congolese refugees, focused on the influence of worldview (including cultural mindset, personal world, and perspective ) on thinking about accessing higher education. We examined narrative structure (Gee 2011), subject statements, and Underhill's (2009) three elements of worldview in the narratives. Both participants held a cultural mindset that highly valued education, but their person…
Guys and ‘the rest of us’
A history of framing the teaching of young children as a matter of ‘natural’ female aptitude has led a number of researchers and educators to oversimplify men's experiences as a foil or antidote to the ills of schooling. In this qualitative study of men, women, and ‘feminisation’ in early education and care environments, interview data (N = 4) are discursively analysed to provide a more nuanced understanding of how male and female careworkers con…
Cultural Models of Bodily Images of Women Teachers
Cultural models are simplified images and storylines that encapsulated what is regarded as typical for a social group. Cultural models of teachers include body images of dress, adornment, and comportment, and are useful in examining society’s standards and values. Two participants, Erin and Gabbie (pseudonyms), shared stories about their tattoos, which in the U.S. have historically been seen as a mode of resistance. These tattoos that reflected t…
‘Are You Able … to Learn?’
Using discourse analysis focused on identity and politics, we analyze the narratives of two Congolese refugees to explore issues of access to higher education. Data for this analysis come from a larger ethnographic study of educational opportunities for refugees in one US city. The narratives that these participants tell reveal both the ways in which various institutional factors limited their access to higher education and the agentive ways in w…
Voicing the Interview
This article illustrates how an emerging graduate researcher's conceptions of postpositivist, feminist, and poststructural theories of educational research affected data gathering and initial analysis. These macro theories are exemplified as the voices of an educational researcher, a feminist researcher, and a poststructural researcher, respectively. Theoretical tensions influence an interview with one female preservice teacher as part of a large…
International Reports on Literacy Research
International Reports on Literacy Research
Second‐language issues and multiculturalism
Second‐language issues and multiculturalism, Part 2
Second-language issues and multiculturalism, Part 2 he following compilation represents the second installment of reports on secondlanguage and multicultural issues.Six of the 13 international reports received in response to the questionnaire were published in Reading Research Quarterly, volume 42, number 3. The following 7 reports filed by International Research Correspondents (IRC) are presented as summaries of questionnaire responses received …
Voicing the Interview
This article illustrates how an emerging graduate researcher's conceptions of postpositivist, feminist, and poststructural theories of educational research affected data gathering and initial analysis. These macro theories are exemplified as the voices of an educational researcher, a feminist researcher, and a poststructural researcher, respectively. Theoretical tensions influence an interview with one female preservice teacher as part of a large…
Guys and ‘the rest of us’
A history of framing the teaching of young children as a matter of ‘natural’ female aptitude has led a number of researchers and educators to oversimplify men's experiences as a foil or antidote to the ills of schooling. In this qualitative study of men, women, and ‘feminisation’ in early education and care environments, interview data (N = 4) are discursively analysed to provide a more nuanced understanding of how male and female careworkers con…
We have education, I can say that’
We present a discourse analysis of narratives from two adult Congolese refugees, focused on the influence of worldview (including cultural mindset, personal world, and perspective ) on thinking about accessing higher education. We examined narrative structure (Gee 2011), subject statements, and Underhill's (2009) three elements of worldview in the narratives. Both participants held a cultural mindset that highly valued education, but their person…
Cultural Models of Bodily Images of Women Teachers
Cultural models are simplified images and storylines that encapsulated what is regarded as typical for a social group. Cultural models of teachers include body images of dress, adornment, and comportment, and are useful in examining society’s standards and values. Two participants, Erin and Gabbie (pseudonyms), shared stories about their tattoos, which in the U.S. have historically been seen as a mode of resistance. These tattoos that reflected t…
International Reports on Literacy Research
Second‐language issues and multiculturalism
Second‐language issues and multiculturalism, Part 2
Second-language issues and multiculturalism, Part 2 he following compilation represents the second installment of reports on secondlanguage and multicultural issues.Six of the 13 international reports received in response to the questionnaire were published in Reading Research Quarterly, volume 42, number 3. The following 7 reports filed by International Research Correspondents (IRC) are presented as summaries of questionnaire responses received …
International Reports on Literacy Research
International Reports on Literacy Research
Second‐language issues and multiculturalism
Second‐language issues and multiculturalism, Part 2
Second-language issues and multiculturalism, Part 2 he following compilation represents the second installment of reports on secondlanguage and multicultural issues.Six of the 13 international reports received in response to the questionnaire were published in Reading Research Quarterly, volume 42, number 3. The following 7 reports filed by International Research Correspondents (IRC) are presented as summaries of questionnaire responses received …
Voicing the Interview
This article illustrates how an emerging graduate researcher's conceptions of postpositivist, feminist, and poststructural theories of educational research affected data gathering and initial analysis. These macro theories are exemplified as the voices of an educational researcher, a feminist researcher, and a poststructural researcher, respectively. Theoretical tensions influence an interview with one female preservice teacher as part of a large…
‘Are You Able … to Learn?’
Using discourse analysis focused on identity and politics, we analyze the narratives of two Congolese refugees to explore issues of access to higher education. Data for this analysis come from a larger ethnographic study of educational opportunities for refugees in one US city. The narratives that these participants tell reveal both the ways in which various institutional factors limited their access to higher education and the agentive ways in w…
Cultural Models of Bodily Images of Women Teachers
Cultural models are simplified images and storylines that encapsulated what is regarded as typical for a social group. Cultural models of teachers include body images of dress, adornment, and comportment, and are useful in examining society’s standards and values. Two participants, Erin and Gabbie (pseudonyms), shared stories about their tattoos, which in the U.S. have historically been seen as a mode of resistance. These tattoos that reflected t…
Guys and ‘the rest of us’
A history of framing the teaching of young children as a matter of ‘natural’ female aptitude has led a number of researchers and educators to oversimplify men's experiences as a foil or antidote to the ills of schooling. In this qualitative study of men, women, and ‘feminisation’ in early education and care environments, interview data (N = 4) are discursively analysed to provide a more nuanced understanding of how male and female careworkers con…
We have education, I can say that’
We present a discourse analysis of narratives from two adult Congolese refugees, focused on the influence of worldview (including cultural mindset, personal world, and perspective ) on thinking about accessing higher education. We examined narrative structure (Gee 2011), subject statements, and Underhill's (2009) three elements of worldview in the narratives. Both participants held a cultural mindset that highly valued education, but their person…
The Literate Body
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Gender doesn’t matter
Embora seja discutível a importância das questões de género na educação, a sua relevância na investigação educacional sobre os professores não é clara. Motivados em parte pelo apelo de Acker (1995-1996) de reforço da investigação focada nas questões de género e nas mulheres na educação, os autores questionam: «o género ainda é importante na educação norte-americana no que diz respeito às mulheres professoras?». Afirmamos que o género é importante…
Pedagogy (9 obras) · Sociology (9 obras) · Library science (5 obras) · Psychology (5 obras) · Computer Science (4 obras) · Linguistics (4 obras) · Philosophy (4 obras) · Reading (process) (4 obras) · Citation (3 obras) · Gender Studies (3 obras)