Jessica Fundalinski
Biographic Data
| ID | 4621419 |
|---|---|
| NAME | Jessica Fundalinski |
| GIVEN NAMES | Jessica |
| FAMILY NAME | Fundalinski |
| SIGNATURE | FUNDALINSKI J |
| AFFILIATIONS | Syracuse University School of Education Syracuse New York USA |
| ORCID | 0009-0003-9107-5736 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“In Community with a Tree”
As a possibility for critical forest-based pedagogies, our study explores the pedagogical implications of forest therapy to address environmental justice as social justice in teacher preparation (Beltrán, Hacker and Begun, 2016). Our research question is: How might forest therapy offer reorientations and reimaginings of environmental and social justice for teacher educators? We draw from human-land relationship restoration (Kimmerer, 2013), ecoju…
Teacher Candidates' Negotiation of Deficit Discourse about Multilingual Learners in a Clinical Simulation
Teachers and teacher candidates have been documented using deficit discourse about multilingual learners (MLs), but little is known about how dialogic interactions take place or how such language is challenged in real time. This study examines how undergraduate teacher candidates (TCs) engage in a simulated conversation with a teacher colleague who uses deficit discourse toward MLs. The resulting data highlight how TCs use both resistance strateg…
No prominent works on this page.
Teacher Candidates' Negotiation of Deficit Discourse about Multilingual Learners in a Clinical Simulation
Teachers and teacher candidates have been documented using deficit discourse about multilingual learners (MLs), but little is known about how dialogic interactions take place or how such language is challenged in real time. This study examines how undergraduate teacher candidates (TCs) engage in a simulated conversation with a teacher colleague who uses deficit discourse toward MLs. The resulting data highlight how TCs use both resistance strateg…
“In Community with a Tree”
As a possibility for critical forest-based pedagogies, our study explores the pedagogical implications of forest therapy to address environmental justice as social justice in teacher preparation (Beltrán, Hacker and Begun, 2016). Our research question is: How might forest therapy offer reorientations and reimaginings of environmental and social justice for teacher educators? We draw from human-land relationship restoration (Kimmerer, 2013), ecoju…
Action research (1 work) · Contemplation (1 work) · Embodied cognition (1 work) · Environmental education (1 work) · Flourishing (1 work) · Indigenous and Place-Based Education (1 work) · Interpreting and Communication in Healthcare (1 work) · Linguistics (1 work) · Narrative (1 work) · Narrative inquiry (1 work)