Pablo C Ramírez
Biographic Data
| ID | 4860779 |
|---|---|
| NAME | Pablo C Ramírez |
| GIVEN NAMES | Pablo C |
| FAMILY NAME | Ramírez |
| SIGNATURE | RAMIREZ P C |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0003-0629-6749 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Re- Exploring translanguaging in teacher education
This special volume examines the role translanguaing has in teacher education. Authors explore how pre and inservice teachers enact translanguaging pedagogy in linguistically and culturally diverse K-12 classrooms and community settings. The special issue explores some of the current tensions and perspectives in the field of multilingual education and teacher education in ways that illuminate new ideas and offer new approaches associated with tra…
Reframing dual language education in the U.S
Creating language spaces with bilingual youth to expand conversations about students’ communities and civic experiences
This qualitative study investigated the ways in which one secondary social studies teacher engaged bilingual youth through translanguaging and citizenship education. We employed a translanguaging framework (García 2014) to document the ways in which a ninth grade bilingual teacher created language spaces with students. This study demonstrates the creative manner in which one social studies teacher used students’ full linguistic repertoire to shap…
Reimagining language space with bilingual youth in a social studies classroom
This qualitative study documented the way in which a social studies teacher co- created language space with emergent bilingual youth. Drawing from qualitative approaches, we collected data from a teacher interview (s), classroom observations and student artifacts to chronicle the way in which a secondary social studies teacher enacted translanguaging pedagogy to expand on students’ understandings of their own civicness. We employed a translanguag…
This Issue
Secondary Dual-Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community
We draw from an ethnographic research perspective to examine the potential benefits and pitfalls of dual-language secondary classrooms. The data collected come from multiple sources including classroom observations and teacher interviews from dual-language secondary classrooms. A secondary dual-language education conceptual framework is presented. Three dimensions of the DLE framework inform teachers’ pedagogical practices in the classroom: bilin…
Going Against the Grain in an Urban Arizona High School: Secondary Preservice Teachers Emerging as Culturally Responsive Educators
This one year study examines the journey of two preservice urban high-school teachers in Arizona as they enact Culturally Responsive Teaching in a year-long student teaching residency. Factors that influenced their Culturally Responsive Teaching practices are discussed along themes that emerged from interviews and classroom observations. Recommendations for ways of integrating Culturally Responsive Teaching in teacher education programs are provi…
Advocating for language rights: Critical Latina bilingual teachers creating bilingual space in Arizona
This qualitative research study documented the way in which two Latina bilingual teachers advocated for the language rights of emergent bilinguals who attended and resided in two particular school districts in Arizona. Drawing from qualitative and ethnographic approaches, we collected data from teacher interviews, classroom/school observations, district meetings, and community convivios to examine the ways in which two teachers championed languag…
Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York
This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to…
The Intersectionality of Culturally Responsive Teaching and Performance Poetry: Validating Secondary Latino Youth and Their Community
In this article the authors draw from culturally responsive teaching and multicultural education to describe performance poetry as an effective strategy for validating secondary aged Latino youths’ lived experiences. Supported by teacher modeling and the incorporation of community poets, students created and shared their own powerful poems that provided authentic opportunities to engage in critical analysis of the poems and issues of equality, so…
The journey of two Latino educators: Our collective resilience
This article represents a journey into education undertaken by two Latino educators from diverse generations. Through the content of the narratives, we emphasize that success was achieved within the presence of oppression. The narratives reveal significant constructs that shaped our journey. For the first author, Pablo, role models, pivotal moments, and resistance had a powerful influence in his journey. Family lessons and self-sacrifice were key…
An Interview With Alma Flor Ada
This interview with Dr. Alma Flor Ada, conducted after the California Council on Teacher Education Conference, addresses multiple educational issues that teachers face in the public school system. Critical literacy, teacher education, parent involvement, and critical pedagogy are the major themes Dr. Ada discusses in this interview. To this end, the reader is invited to reflect on the aforementioned themes and, consequently, examine conditions th…
Reimagining language space with bilingual youth in a social studies classroom
This qualitative study documented the way in which a social studies teacher co- created language space with emergent bilingual youth. Drawing from qualitative approaches, we collected data from a teacher interview (s), classroom observations and student artifacts to chronicle the way in which a secondary social studies teacher enacted translanguaging pedagogy to expand on students’ understandings of their own civicness. We employed a translanguag…
Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York
This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to…
Secondary Dual-Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community
We draw from an ethnographic research perspective to examine the potential benefits and pitfalls of dual-language secondary classrooms. The data collected come from multiple sources including classroom observations and teacher interviews from dual-language secondary classrooms. A secondary dual-language education conceptual framework is presented. Three dimensions of the DLE framework inform teachers’ pedagogical practices in the classroom: bilin…
Advocating for language rights: Critical Latina bilingual teachers creating bilingual space in Arizona
This qualitative research study documented the way in which two Latina bilingual teachers advocated for the language rights of emergent bilinguals who attended and resided in two particular school districts in Arizona. Drawing from qualitative and ethnographic approaches, we collected data from teacher interviews, classroom/school observations, district meetings, and community convivios to examine the ways in which two teachers championed languag…
Going Against the Grain in an Urban Arizona High School: Secondary Preservice Teachers Emerging as Culturally Responsive Educators
This one year study examines the journey of two preservice urban high-school teachers in Arizona as they enact Culturally Responsive Teaching in a year-long student teaching residency. Factors that influenced their Culturally Responsive Teaching practices are discussed along themes that emerged from interviews and classroom observations. Recommendations for ways of integrating Culturally Responsive Teaching in teacher education programs are provi…
The Intersectionality of Culturally Responsive Teaching and Performance Poetry: Validating Secondary Latino Youth and Their Community
In this article the authors draw from culturally responsive teaching and multicultural education to describe performance poetry as an effective strategy for validating secondary aged Latino youths’ lived experiences. Supported by teacher modeling and the incorporation of community poets, students created and shared their own powerful poems that provided authentic opportunities to engage in critical analysis of the poems and issues of equality, so…
An Interview With Alma Flor Ada
This interview with Dr. Alma Flor Ada, conducted after the California Council on Teacher Education Conference, addresses multiple educational issues that teachers face in the public school system. Critical literacy, teacher education, parent involvement, and critical pedagogy are the major themes Dr. Ada discusses in this interview. To this end, the reader is invited to reflect on the aforementioned themes and, consequently, examine conditions th…
The Intersectionality of Culturally Responsive Teaching and Performance Poetry: Validating Secondary Latino Youth and Their Community
In this article the authors draw from culturally responsive teaching and multicultural education to describe performance poetry as an effective strategy for validating secondary aged Latino youths’ lived experiences. Supported by teacher modeling and the incorporation of community poets, students created and shared their own powerful poems that provided authentic opportunities to engage in critical analysis of the poems and issues of equality, so…
The journey of two Latino educators: Our collective resilience
This article represents a journey into education undertaken by two Latino educators from diverse generations. Through the content of the narratives, we emphasize that success was achieved within the presence of oppression. The narratives reveal significant constructs that shaped our journey. For the first author, Pablo, role models, pivotal moments, and resistance had a powerful influence in his journey. Family lessons and self-sacrifice were key…
Going Against the Grain in an Urban Arizona High School: Secondary Preservice Teachers Emerging as Culturally Responsive Educators
This one year study examines the journey of two preservice urban high-school teachers in Arizona as they enact Culturally Responsive Teaching in a year-long student teaching residency. Factors that influenced their Culturally Responsive Teaching practices are discussed along themes that emerged from interviews and classroom observations. Recommendations for ways of integrating Culturally Responsive Teaching in teacher education programs are provi…
Advocating for language rights: Critical Latina bilingual teachers creating bilingual space in Arizona
This qualitative research study documented the way in which two Latina bilingual teachers advocated for the language rights of emergent bilinguals who attended and resided in two particular school districts in Arizona. Drawing from qualitative and ethnographic approaches, we collected data from teacher interviews, classroom/school observations, district meetings, and community convivios to examine the ways in which two teachers championed languag…
Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York
This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to…
This Issue
Secondary Dual-Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community
We draw from an ethnographic research perspective to examine the potential benefits and pitfalls of dual-language secondary classrooms. The data collected come from multiple sources including classroom observations and teacher interviews from dual-language secondary classrooms. A secondary dual-language education conceptual framework is presented. Three dimensions of the DLE framework inform teachers’ pedagogical practices in the classroom: bilin…
Reimagining language space with bilingual youth in a social studies classroom
This qualitative study documented the way in which a social studies teacher co- created language space with emergent bilingual youth. Drawing from qualitative approaches, we collected data from a teacher interview (s), classroom observations and student artifacts to chronicle the way in which a secondary social studies teacher enacted translanguaging pedagogy to expand on students’ understandings of their own civicness. We employed a translanguag…
Creating language spaces with bilingual youth to expand conversations about students’ communities and civic experiences
This qualitative study investigated the ways in which one secondary social studies teacher engaged bilingual youth through translanguaging and citizenship education. We employed a translanguaging framework (García 2014) to document the ways in which a ninth grade bilingual teacher created language spaces with students. This study demonstrates the creative manner in which one social studies teacher used students’ full linguistic repertoire to shap…
Re- Exploring translanguaging in teacher education
This special volume examines the role translanguaing has in teacher education. Authors explore how pre and inservice teachers enact translanguaging pedagogy in linguistically and culturally diverse K-12 classrooms and community settings. The special issue explores some of the current tensions and perspectives in the field of multilingual education and teacher education in ways that illuminate new ideas and offer new approaches associated with tra…
Reframing dual language education in the U.S
Pedagogy (12 works) · Sociology (12 works) · Psychology (11 works) · Mathematics education (7 works) · Multilingual Education and Policy (7 works) · Linguistics (5 works) · Second Language Learning and Teaching (5 works) · Bilingual education (4 works) · Educator Training and Historical Pedagogy (4 works) · EFL/ESL Teaching and Learning (4 works)