Jihea Maddamsetti
Biographic Data
| ID | 4420847 |
|---|---|
| NAME | Jihea Maddamsetti |
| GIVEN NAMES | Jihea |
| FAMILY NAME | Maddamsetti |
| SIGNATURE | MADDAMSETTI J |
| AFFILIATIONS | Old Dominion University |
| ORCID | 0000-0001-5733-435X |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Weaving ‘Home’ otherwise
Troubling ‘happy’ allure of translanguaging
Despite growing interest in the affective dimensions of translanguaging, few have explored how the affective tenor of standardized literacy curricula mediates preservice teachers’ (PSTs) engagement with pedagogical translanguaging for emergent bilinguals in elementary English-medium literacy classrooms. By drawing on the notions of affective stickiness, this study examines how one PST, who was completing a bachelor’s degree in elementary educatio…
An intersectional approach to language portraits
Intersectional engagements with translanguaging under Asianization
Although translanguaging has been widely theorised as a resource for meaning-making and pedagogical transformation, relatively little attention has been paid to how its engagements are shaped by, and shape, the intersectional dynamics of Asianization in the lives of language teacher candidates. This study examines how translanguaging is lived, inscribed, and (re)configured along intersectional lines in the case of Grace, a 1.5-generation im/migra…
Affect, bodies, and embodiment of care
This study uses affective perspectives on bodies to explore how elementary teacher candidates (TCs) learn about, practice, and embody care toward justice-oriented goals through their engagement in body-mapping activities. Data sources included the TCs’ body maps and their associated narratives in the context of COVID-19 in online asynchronous courses in the Southeastern U.S. The findings highlight how the TCs’ embodied knowledge informed their un…
Remembering, (re)membering, and re-membering translanguaging bodies
Scholarship on translanguaging has increasingly called for preparing content-area teacher candidates to understand and practice translanguaging during teacher education. However, few studies have taken up a decolonial perspective on translanguaging to examine how content-area bilingual teacher candidates of color (BTCCs) use their embodied memories vis-à-vis translanguaging as pedagogic resources for re-centering the humanity, livelihood, and di…
Navigating the emotional stickiness of belonging through scaling
Sticky belonging at the intersection
An Intersectional Approach to Emotion Labor and Language Teacher Identity
Emotion labor is so rooted in power structures of English learning and teaching that it pervades the everyday lives of language teachers and shapes their language teacher identities (LTIs). However, few studies have documented the emotion labor of Black women educators as they teach English abroad. Adopting an intersectional approach to emotion labor, this study addresses this gap by examining how one Black American woman educator, Kayla, engages…
Understanding Asian Women Migrant Teachers’ Possibilities and Challenges to Become Justice-Minded Teachers Through a Lens of Temporalities and Asian Critical Race Theory
Primary preservice teachers’ exploration of possible selves through narrated metaphors during the Covid-19 pandemic
This study examines how primary-level preservice teachers (PSTs) in an online asynchronous course (co-)constructed and (re)negotiated their professional identities through the use of metaphors in online asynchronous courses in the U.S. By using metaphors and narrating their lived experiences in relation to their chosen metaphors, participants expressed their desired and feared identities. Their metaphorical expression of identities reflects the c…
Cultivating Asset-, Equity-, and Justice-Oriented Identities
I examine how three elementary-level preservice teachers of Color cultivated their asset-, equity-, and justice-oriented pedagogical learning and identities through multilayered community-engaged tasks. Systemic and structured support from multiple stakeholders played a critical role in helping the preservice teachers of Color to promote and sustain their asset-, equity-, and justice-oriented pedagogical learning and identities. This study demons…
Elementary preservice teachers’ navigation of dilemmatic spaces in linking critical pedagogical thinking with practice during practicum
In order to create equitable and inclusive educational experiences, preservice teachers need to learn how to exercise their critical thinking to make critical pedagogy a part of their practice. However, preservice teachers often encounter dilemmatic tensions when they attempt to experiment with and enact critical pedagogical thinking during their practicum. Informed by the concept of dilemmatic spaces, this study examined the processes by which s…
Drawing Bodies and Mapping Pedagogical Spaces
Navigating Emotion Work by Using Community Cultural Wealth
When teacher candidates learn to teach for equity and social justice during their practicum, they must learn to deal with the emotional conflict and tension that arise from fraught racial dynamics. Because limited research has focused on teacher candidates of Color during their practicum, little is known about how they agentively navigate conflicting emotions vis-à-vis the racial power dynamics at their field placement. Informed by critical race …
Exploring an elementary ESL teacher’s emotions and advocacy identity
Scholars, activists, and communities strive for educational equity and justice for emergent bilinguals. The pursuit of advocacy, however, is often fraught with emotional tension, leading many teachers to question their identities as advocates. Relatively few studies have focused on language teachers of color, and on how they navigate their emotions as they construct their identity as advocates – even though teachers of color are disproportionatel…
Cultivating Culturally Relevant and Sustaining Pedagogy through Field Experiences
This study uses Bakhtin’s theory of dialogism to examine how two preservice teachers of Color conceptualized and implemented culturally relevant and sustaining pedagogy (CR/SP) during their practicum. The participants’ development and practice of CR/SP were contingent on their lived experiences, appropriation of CR/SP, dialogic negotiations with multiple stakeholders, and critical engagement with circulating authoritative discourses during their …
Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives
This study investigates how an elementary-level content classroom teacher and an elementary-level ESL teacher in a metropolitan region in Massachusetts negotiated teachers’ identities and identity dissonances in teachers’ attempt to advocate for emergent bilinguals. Using critical discourse analysis of qualitative data, this study examines the cognitive, emotional and social dimensions of teacher advocacy identity negotiations. Furthermore, the c…
Where All the Good Teachers are Cape Verdean Americans
Intersectional Identities and Teaching Practice in an Elementary General Classroom
This study examines how an ethnic Korean teacher candidate’s professional disposition and teaching in an elementary mainstream classroom were influenced by her identity variables at the intersection of privilege and marginalization. The findings demonstrate the participant’s identity negotiation through her past ethnolinguistic histories in China and current teacher preparation contexts in the United States. Despite her positive professional disp…
Intersectional Identities and Teaching Practice in an Elementary General Classroom
This study examines how an ethnic Korean teacher candidate’s professional disposition and teaching in an elementary mainstream classroom were influenced by her identity variables at the intersection of privilege and marginalization. The findings demonstrate the participant’s identity negotiation through her past ethnolinguistic histories in China and current teacher preparation contexts in the United States. Despite her positive professional disp…
Cultivating Culturally Relevant and Sustaining Pedagogy through Field Experiences
This study uses Bakhtin’s theory of dialogism to examine how two preservice teachers of Color conceptualized and implemented culturally relevant and sustaining pedagogy (CR/SP) during their practicum. The participants’ development and practice of CR/SP were contingent on their lived experiences, appropriation of CR/SP, dialogic negotiations with multiple stakeholders, and critical engagement with circulating authoritative discourses during their …
Cultivating Asset-, Equity-, and Justice-Oriented Identities
I examine how three elementary-level preservice teachers of Color cultivated their asset-, equity-, and justice-oriented pedagogical learning and identities through multilayered community-engaged tasks. Systemic and structured support from multiple stakeholders played a critical role in helping the preservice teachers of Color to promote and sustain their asset-, equity-, and justice-oriented pedagogical learning and identities. This study demons…
Where All the Good Teachers are Cape Verdean Americans
An Intersectional Approach to Emotion Labor and Language Teacher Identity
Emotion labor is so rooted in power structures of English learning and teaching that it pervades the everyday lives of language teachers and shapes their language teacher identities (LTIs). However, few studies have documented the emotion labor of Black women educators as they teach English abroad. Adopting an intersectional approach to emotion labor, this study addresses this gap by examining how one Black American woman educator, Kayla, engages…
Understanding Asian Women Migrant Teachers’ Possibilities and Challenges to Become Justice-Minded Teachers Through a Lens of Temporalities and Asian Critical Race Theory
Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives
This study investigates how an elementary-level content classroom teacher and an elementary-level ESL teacher in a metropolitan region in Massachusetts negotiated teachers’ identities and identity dissonances in teachers’ attempt to advocate for emergent bilinguals. Using critical discourse analysis of qualitative data, this study examines the cognitive, emotional and social dimensions of teacher advocacy identity negotiations. Furthermore, the c…
Intersectional Identities and Teaching Practice in an Elementary General Classroom
This study examines how an ethnic Korean teacher candidate’s professional disposition and teaching in an elementary mainstream classroom were influenced by her identity variables at the intersection of privilege and marginalization. The findings demonstrate the participant’s identity negotiation through her past ethnolinguistic histories in China and current teacher preparation contexts in the United States. Despite her positive professional disp…
Cultivating Culturally Relevant and Sustaining Pedagogy through Field Experiences
This study uses Bakhtin’s theory of dialogism to examine how two preservice teachers of Color conceptualized and implemented culturally relevant and sustaining pedagogy (CR/SP) during their practicum. The participants’ development and practice of CR/SP were contingent on their lived experiences, appropriation of CR/SP, dialogic negotiations with multiple stakeholders, and critical engagement with circulating authoritative discourses during their …
Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives
This study investigates how an elementary-level content classroom teacher and an elementary-level ESL teacher in a metropolitan region in Massachusetts negotiated teachers’ identities and identity dissonances in teachers’ attempt to advocate for emergent bilinguals. Using critical discourse analysis of qualitative data, this study examines the cognitive, emotional and social dimensions of teacher advocacy identity negotiations. Furthermore, the c…
Where All the Good Teachers are Cape Verdean Americans
Navigating Emotion Work by Using Community Cultural Wealth
When teacher candidates learn to teach for equity and social justice during their practicum, they must learn to deal with the emotional conflict and tension that arise from fraught racial dynamics. Because limited research has focused on teacher candidates of Color during their practicum, little is known about how they agentively navigate conflicting emotions vis-à-vis the racial power dynamics at their field placement. Informed by critical race …
Exploring an elementary ESL teacher’s emotions and advocacy identity
Scholars, activists, and communities strive for educational equity and justice for emergent bilinguals. The pursuit of advocacy, however, is often fraught with emotional tension, leading many teachers to question their identities as advocates. Relatively few studies have focused on language teachers of color, and on how they navigate their emotions as they construct their identity as advocates – even though teachers of color are disproportionatel…
Elementary preservice teachers’ navigation of dilemmatic spaces in linking critical pedagogical thinking with practice during practicum
In order to create equitable and inclusive educational experiences, preservice teachers need to learn how to exercise their critical thinking to make critical pedagogy a part of their practice. However, preservice teachers often encounter dilemmatic tensions when they attempt to experiment with and enact critical pedagogical thinking during their practicum. Informed by the concept of dilemmatic spaces, this study examined the processes by which s…
Drawing Bodies and Mapping Pedagogical Spaces
Primary preservice teachers’ exploration of possible selves through narrated metaphors during the Covid-19 pandemic
This study examines how primary-level preservice teachers (PSTs) in an online asynchronous course (co-)constructed and (re)negotiated their professional identities through the use of metaphors in online asynchronous courses in the U.S. By using metaphors and narrating their lived experiences in relation to their chosen metaphors, participants expressed their desired and feared identities. Their metaphorical expression of identities reflects the c…
Cultivating Asset-, Equity-, and Justice-Oriented Identities
I examine how three elementary-level preservice teachers of Color cultivated their asset-, equity-, and justice-oriented pedagogical learning and identities through multilayered community-engaged tasks. Systemic and structured support from multiple stakeholders played a critical role in helping the preservice teachers of Color to promote and sustain their asset-, equity-, and justice-oriented pedagogical learning and identities. This study demons…
Affect, bodies, and embodiment of care
This study uses affective perspectives on bodies to explore how elementary teacher candidates (TCs) learn about, practice, and embody care toward justice-oriented goals through their engagement in body-mapping activities. Data sources included the TCs’ body maps and their associated narratives in the context of COVID-19 in online asynchronous courses in the Southeastern U.S. The findings highlight how the TCs’ embodied knowledge informed their un…
Remembering, (re)membering, and re-membering translanguaging bodies
Scholarship on translanguaging has increasingly called for preparing content-area teacher candidates to understand and practice translanguaging during teacher education. However, few studies have taken up a decolonial perspective on translanguaging to examine how content-area bilingual teacher candidates of color (BTCCs) use their embodied memories vis-à-vis translanguaging as pedagogic resources for re-centering the humanity, livelihood, and di…
Navigating the emotional stickiness of belonging through scaling
Sticky belonging at the intersection
An Intersectional Approach to Emotion Labor and Language Teacher Identity
Emotion labor is so rooted in power structures of English learning and teaching that it pervades the everyday lives of language teachers and shapes their language teacher identities (LTIs). However, few studies have documented the emotion labor of Black women educators as they teach English abroad. Adopting an intersectional approach to emotion labor, this study addresses this gap by examining how one Black American woman educator, Kayla, engages…
Understanding Asian Women Migrant Teachers’ Possibilities and Challenges to Become Justice-Minded Teachers Through a Lens of Temporalities and Asian Critical Race Theory
Weaving ‘Home’ otherwise
Troubling ‘happy’ allure of translanguaging
Despite growing interest in the affective dimensions of translanguaging, few have explored how the affective tenor of standardized literacy curricula mediates preservice teachers’ (PSTs) engagement with pedagogical translanguaging for emergent bilinguals in elementary English-medium literacy classrooms. By drawing on the notions of affective stickiness, this study examines how one PST, who was completing a bachelor’s degree in elementary educatio…
An intersectional approach to language portraits
Intersectional engagements with translanguaging under Asianization
Although translanguaging has been widely theorised as a resource for meaning-making and pedagogical transformation, relatively little attention has been paid to how its engagements are shaped by, and shape, the intersectional dynamics of Asianization in the lives of language teacher candidates. This study examines how translanguaging is lived, inscribed, and (re)configured along intersectional lines in the case of Grace, a 1.5-generation im/migra…
Pedagogy (15 works) · Psychology (13 works) · Sociology (13 works) · Multilingual Education and Policy (9 works) · Gender Studies (8 works) · Global Education and Multiculturalism (8 works) · Mathematics education (7 works) · Political science (7 works) · Teacher education (7 works) · Teacher Education and Leadership Studies (7 works)