Dilys Schoorman
Biographic Data
| ID | 3827895 |
|---|---|
| NAME | Dilys Schoorman |
| GIVEN NAMES | Dilys |
| FAMILY NAME | Schoorman |
| SIGNATURE | SCHOORMAN D |
| AFFILIATIONS | Florida Atlantic University |
| ORCID | 0000-0001-8498-1675 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Understanding Florida’s HB7
“Divisive Concepts” laws have sprung up around the nation as a backlash to the widespread commitments to anti-racist education that emerged in summer 2020. This critical policy analysis examines the concepts central to Florida’s “Individual Freedom Act” [HB7] of 2022, to determine its intent and impact in ameliorating or exacerbating persistent educational inequities. Through an analysis of the language of the law for what is and is not banned as…
Waking up to the ‘Anti-Woke’ agenda
Teaching critical global consciousness among undergraduates
This paper presents reflections on educators’ experiences while teaching critical global consciousness and students’ conceptualizations of global citizenship and civic mindedness in an undergraduate course. The course applied the principles of critical multicultural education to education in a global context. This analytical autoethnography focuses on the challenges, opportunities, and insights of three transnational instructors. The analysis pre…
Facilitating critical literacy among preliterate Maya immigrants through family literacy
This study investigates the role of a family literacy program in facilitating critical literacy among Maya immigrant parents as evident in their ability to navigate inhospitable institutional structures, re-writing their role as advocates for their children in school decision making. The study highlights the conscientization that emerged among participants and researchers through a critical approach to literacy education. The analysis of intervie…
From the “Ivory Tower” to the “University of the Poor”
Adopting a Freirean perspective, the purpose of this autoethnography is to reframe the typical relationship between university educators and communities in poverty by highlighting the educative impact of such a community on a university professor’s academic, cross-cultural critical and civic learning. By reframing communities in poverty as sources of learning for counter-hegemonic praxis, this article highlights how community engagement facilitat…
Resisting the Unholy Alliance Between a University and a Prison Company
This critical case study of a decision to name a university's football stadium after a private prison company is presented from an autoethnographic perspective to discuss individual and group responses to the decision. Highlighted in the analysis are implications for faculty governance. Readers are encouraged to consider how their own institution's governance structures are equipped to address similar affronts to democratic governance and the mor…
Critical Pedagogy in HIV-Aids Education for a Maya Immigrant Community
In this article the authors discuss how the perspectives of Paulo Freire were instructive in addressing the challenges of HIV-AIDS education in Guatemalan Maya immigrant communities with minimal formal education and literacy. The forging of a community-based, collaborative, educational program offers several implications for effective teaching and learning among marginalized communities
Moving beyond ‘diversity’ to ‘social justice’
This is a study of teachers’ conceptualizations of multicultural education (MCE) and their implications for practice in both schools and university courses. Through survey and interview data, the results reveal that teachers associated multicultural education with demographic diversity rather than with social justice, strategies for instruction rather than with theory, and that patterns of communication within the school precluded school‐wide imp…
Conceptualisations of multicultural education among teachers
What Does Empowerment in Literacy Education Look Like? An Analysis of a Family Literacy Program for Guatemalan Maya Families
Educators in the field of family literacy have identified multiple approaches to family literacy programs (FLPs), and have underscored the need to identify and make explicit the philosophical orientations of their own programs. This was the task undertaken in this article, which focused on a FLP in south Florida that served the needs of Guatemalan Maya families where the adults were unable to read or write in any language upon program entry. This…
Increasing Critical Multicultural Understanding Via Technology
A university-school correspondence partnership project was designed, in part, to enhance the multicultural awareness and understanding of preservice teachers. This electronic mail-based correspondence project enabled undergraduates to interact with students from different cultural and experiential backgrounds. The focus of this article is the manner in which participation in the project provided many teachable moments, which resulted in the conte…
Waking up to the ‘Anti-Woke’ agenda
Moving beyond ‘diversity’ to ‘social justice’
This is a study of teachers’ conceptualizations of multicultural education (MCE) and their implications for practice in both schools and university courses. Through survey and interview data, the results reveal that teachers associated multicultural education with demographic diversity rather than with social justice, strategies for instruction rather than with theory, and that patterns of communication within the school precluded school‐wide imp…
Conceptualisations of multicultural education among teachers
Facilitating critical literacy among preliterate Maya immigrants through family literacy
This study investigates the role of a family literacy program in facilitating critical literacy among Maya immigrant parents as evident in their ability to navigate inhospitable institutional structures, re-writing their role as advocates for their children in school decision making. The study highlights the conscientization that emerged among participants and researchers through a critical approach to literacy education. The analysis of intervie…
What Does Empowerment in Literacy Education Look Like? An Analysis of a Family Literacy Program for Guatemalan Maya Families
Educators in the field of family literacy have identified multiple approaches to family literacy programs (FLPs), and have underscored the need to identify and make explicit the philosophical orientations of their own programs. This was the task undertaken in this article, which focused on a FLP in south Florida that served the needs of Guatemalan Maya families where the adults were unable to read or write in any language upon program entry. This…
Increasing Critical Multicultural Understanding Via Technology
A university-school correspondence partnership project was designed, in part, to enhance the multicultural awareness and understanding of preservice teachers. This electronic mail-based correspondence project enabled undergraduates to interact with students from different cultural and experiential backgrounds. The focus of this article is the manner in which participation in the project provided many teachable moments, which resulted in the conte…
What Does Empowerment in Literacy Education Look Like? An Analysis of a Family Literacy Program for Guatemalan Maya Families
Educators in the field of family literacy have identified multiple approaches to family literacy programs (FLPs), and have underscored the need to identify and make explicit the philosophical orientations of their own programs. This was the task undertaken in this article, which focused on a FLP in south Florida that served the needs of Guatemalan Maya families where the adults were unable to read or write in any language upon program entry. This…
Conceptualisations of multicultural education among teachers
Moving beyond ‘diversity’ to ‘social justice’
This is a study of teachers’ conceptualizations of multicultural education (MCE) and their implications for practice in both schools and university courses. Through survey and interview data, the results reveal that teachers associated multicultural education with demographic diversity rather than with social justice, strategies for instruction rather than with theory, and that patterns of communication within the school precluded school‐wide imp…
Critical Pedagogy in HIV-Aids Education for a Maya Immigrant Community
In this article the authors discuss how the perspectives of Paulo Freire were instructive in addressing the challenges of HIV-AIDS education in Guatemalan Maya immigrant communities with minimal formal education and literacy. The forging of a community-based, collaborative, educational program offers several implications for effective teaching and learning among marginalized communities
Resisting the Unholy Alliance Between a University and a Prison Company
This critical case study of a decision to name a university's football stadium after a private prison company is presented from an autoethnographic perspective to discuss individual and group responses to the decision. Highlighted in the analysis are implications for faculty governance. Readers are encouraged to consider how their own institution's governance structures are equipped to address similar affronts to democratic governance and the mor…
From the “Ivory Tower” to the “University of the Poor”
Adopting a Freirean perspective, the purpose of this autoethnography is to reframe the typical relationship between university educators and communities in poverty by highlighting the educative impact of such a community on a university professor’s academic, cross-cultural critical and civic learning. By reframing communities in poverty as sources of learning for counter-hegemonic praxis, this article highlights how community engagement facilitat…
Teaching critical global consciousness among undergraduates
This paper presents reflections on educators’ experiences while teaching critical global consciousness and students’ conceptualizations of global citizenship and civic mindedness in an undergraduate course. The course applied the principles of critical multicultural education to education in a global context. This analytical autoethnography focuses on the challenges, opportunities, and insights of three transnational instructors. The analysis pre…
Facilitating critical literacy among preliterate Maya immigrants through family literacy
This study investigates the role of a family literacy program in facilitating critical literacy among Maya immigrant parents as evident in their ability to navigate inhospitable institutional structures, re-writing their role as advocates for their children in school decision making. The study highlights the conscientization that emerged among participants and researchers through a critical approach to literacy education. The analysis of intervie…
Waking up to the ‘Anti-Woke’ agenda
Understanding Florida’s HB7
“Divisive Concepts” laws have sprung up around the nation as a backlash to the widespread commitments to anti-racist education that emerged in summer 2020. This critical policy analysis examines the concepts central to Florida’s “Individual Freedom Act” [HB7] of 2022, to determine its intent and impact in ameliorating or exacerbating persistent educational inequities. Through an analysis of the language of the law for what is and is not banned as…
Sociology (11 works) · Pedagogy (9 works) · Political science (9 works) · Psychology (9 works) · Global Education and Multiculturalism (4 works) · Multiculturalism (4 works) · Social science (4 works) · Immigration (3 works) · Literacy (3 works) · Multicultural education (3 works)