Tipsuda Chaomuangkhong
Biographic Data
| ID | 4971018 |
|---|---|
| NAME | Tipsuda Chaomuangkhong |
| GIVEN NAMES | Tipsuda |
| FAMILY NAME | Chaomuangkhong |
| SIGNATURE | CHAOMUANGKHONG T |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0003-1009-711X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Making ripples in the water: Empowering foreign-born teacher educators of colour through critical duoethnography
In this qualitative study, we, three foreign-born teacher educators of colour, examine how engaging in critical duoethnography enabled us to uncover the complexities of teaching in a White-dominant academic landscape. Using the metaphor of a lotus rising from water and creating ripples, we identified four interconnected stages of our collective journey: budding, in which we built trust and created a safe space to share vulnerabilities; unfolding,…
I don’t want them to forget their heritage: Afterlives of English-only schooling for single Mexican American mothers
This study examines how single Mexican American mothers sustain Spanish in their homes while navigating the legacies of Arizona’s English-only regime. Guided by Critical Race Theory and Transnational Feminism, I analyze testimonios from two mothers whose own childhoods under Proposition 203 and Structured English Immersion (SEI) shape how they now raise their children. One, a first-generation mother in a bilingual nursing fellowship, and the othe…
‘I told them … , “I’m not from here”’: Navigating the borderland experiences of racialized foreign-born teacher educators in White academia
No prominent works on this page.
‘I told them … , “I’m not from here”’: Navigating the borderland experiences of racialized foreign-born teacher educators in White academia
Making ripples in the water: Empowering foreign-born teacher educators of colour through critical duoethnography
In this qualitative study, we, three foreign-born teacher educators of colour, examine how engaging in critical duoethnography enabled us to uncover the complexities of teaching in a White-dominant academic landscape. Using the metaphor of a lotus rising from water and creating ripples, we identified four interconnected stages of our collective journey: budding, in which we built trust and created a safe space to share vulnerabilities; unfolding,…
I don’t want them to forget their heritage: Afterlives of English-only schooling for single Mexican American mothers
This study examines how single Mexican American mothers sustain Spanish in their homes while navigating the legacies of Arizona’s English-only regime. Guided by Critical Race Theory and Transnational Feminism, I analyze testimonios from two mothers whose own childhoods under Proposition 203 and Structured English Immersion (SEI) shape how they now raise their children. One, a first-generation mother in a bilingual nursing fellowship, and the othe…
Critical Race Theory in Education (2 works) · Global Education and Multiculturalism (2 works) · Multilingual Education and Policy (2 works) · Qualitative research (2 works) · Abandonment (legal (1 works) · Bilingual education (1 works) · Context (archaeology (1 works) · Ethnic group (1 works) · Ethnography (1 works) · Higher education (1 works)