Katherine Richardson Bruna
Biographic Data
| ID | 641158 |
|---|---|
| NAME | Katherine Richardson Bruna |
| GIVEN NAMES | Katherine Richardson |
| FAMILY NAME | Bruna |
| SIGNATURE | BRUNA K R |
| AFFILIATIONS | Iowa State University |
| ORCID | 0000-0001-7474-4764 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Youth dialogue and design for educational possibility: Eliciting Youth Voice in Community Development
Working with a community-based organization, we engaged middle school youth in mapping the realities of and dreams for their neighborhoods. We document the process we used to guide youth reflection on themselves as learners and, more specifically, detail our discoveries about their schools as learning places. Using critical literacy as a frame, we assert that youth insights about the physical, relational, and agentive environments of school revea…
Who takes the cake in community and economic development? ‘Going along' with metaphor to problematize the collective impact of a place-based promise programme
Linguists understand metaphors to be shortcuts to an individual’s tacit knowledge about the world. As ethnographers and planners building a university-school partnership and seeking to understand residents’ perceptions of their urban neighbourhood, attention to use of metaphor allowed us insight into an insider’s mental model of who is in the community. In this article, we describe how, in our interview-based ethnographic needs assessment, one of…
The Movimiento Al Éxito summer pop-up program: The role of testimonio in moving new diasporic Latina/o youth through Iowa history to critical consciousness
Al Éxito supports the leadership development, post-secondary education, and civic engagement of Iowa Latina/o1 youth. In the summer of 2015, it piloted Movimiento Al Éxito, a “pop up” summer program. In this article, we detail the innovative components and curriculum and describe our journey with “new diasporic” Latina/o youth learning about their place in Iowa and developing testimonios which challenge existing narratives. We explain how emergen…
A Struggle for the Soul: Reversing the Odd Alchemy of Science Schooling
Neoliberal approaches to science education are premised on the illusion of a cosmopolitan “well-ordered whole.” This is sustained through value assigned to propositional knowledge, which produces what it means to know, learn, and live and whose knowledge matters. Juxtaposing the purportedly inclusive institutional language in the Next Generation Science Standards of “science for all citizens” with field stories reflecting the transnational realit…
Introduction to the 5th Anniversary Issue of The International Journal of Multicultural Education
This is an introductory essay to the 5th-year anniversary issue of the IJME
Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners
In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics
Learning to Love the Questions: Spirituality and the Practice of a Multicultural Teacher Educator
The Work of Language in Multicultural Classrooms: Talking Science, Writing Science
Introduction Part I: The Language of Science Schooling 2. Journal and Book Writing in Integrated Science-Literacy Units (Christine C. Pappas, Maria Varelas, Tamara Ciesla, and Eli Tucker-Raymond) 3. Developing Expository Writing Skills in Science Through the Integration of Inquiry-Based Science and Literacy Instruction (Yu-Min Ku, Monica S. Yoo, and Eugene E. Garcia) 4. The Writing on the Wall: The Daily Calendar as Science Practice (Kimmarie Col…
Materializing Multiculturalism: Deconstruction and Cumulation in Teaching Language, Culture, and (Non) Identity Reflections on Roth and Kellogg
Observing the Cultural Dialogue of English Learner Literacy: A Standpoint Perspective on an Educational Evaluation
This position paper observes the impact of Proposition 227, California's “English for the Children” initiative, on the professional development of teachers of English Learners. It draws on information I obtained while working as an evaluator of the California Teacher Institutes (CTIs), a network of institutes aimed to enhance teacher effectiveness in working with linguistically-diverse students. I use the lens of educational anthropology, specifi…
Illuminated by the Shadow: U.S.-Mexico Schooling and Pedagogies of Place
Learning from the Experience of Muslim Students in American Schools: Towards a Proactive Model of School-Community Cooperation
Drawing on interviews with Muslim parents, students, and teachers in a Midwestern city, as well as one of the author's (Sabry's) own experiences as a member in the local Muslim community, this paper documents and describes the challenges faced by Muslim youth in U.S. schools. Grounded in the theoretical framework of cultural mismatch, the paper presents key themes of the interviews with regards to the areas of curriculum, instruction, and home-sc…
Manufacturing Dissent: The New Economy of Power Relations in Multicultural Teacher Education
This article challenges conventional understandings of White preservice teacher resistance by contextualizing it within the historically-situated pedagogical relations of the multicultural teacher education classroom. It describes the power effects of a cultural mismatch-driven, "critical" reflection approach to the preparation of the White preservice teacher and offers as an alternative a practice of Loving Subversion. In this approach, critical…
When "Other People's Children" Are Your Own: A Multicultural Teacher Educator Learns About Difference From the Inside Out
Are We Really Ready to Listen: My Story About Mexican Migrant Life in the Midwest
Manufacturing Dissent: The New Economy of Power Relations in Multicultural Teacher Education
This article challenges conventional understandings of White preservice teacher resistance by contextualizing it within the historically-situated pedagogical relations of the multicultural teacher education classroom. It describes the power effects of a cultural mismatch-driven, "critical" reflection approach to the preparation of the White preservice teacher and offers as an alternative a practice of Loving Subversion. In this approach, critical…
Learning from the Experience of Muslim Students in American Schools: Towards a Proactive Model of School-Community Cooperation
Drawing on interviews with Muslim parents, students, and teachers in a Midwestern city, as well as one of the author's (Sabry's) own experiences as a member in the local Muslim community, this paper documents and describes the challenges faced by Muslim youth in U.S. schools. Grounded in the theoretical framework of cultural mismatch, the paper presents key themes of the interviews with regards to the areas of curriculum, instruction, and home-sc…
Youth dialogue and design for educational possibility: Eliciting Youth Voice in Community Development
Working with a community-based organization, we engaged middle school youth in mapping the realities of and dreams for their neighborhoods. We document the process we used to guide youth reflection on themselves as learners and, more specifically, detail our discoveries about their schools as learning places. Using critical literacy as a frame, we assert that youth insights about the physical, relational, and agentive environments of school revea…
Who takes the cake in community and economic development? ‘Going along' with metaphor to problematize the collective impact of a place-based promise programme
Linguists understand metaphors to be shortcuts to an individual’s tacit knowledge about the world. As ethnographers and planners building a university-school partnership and seeking to understand residents’ perceptions of their urban neighbourhood, attention to use of metaphor allowed us insight into an insider’s mental model of who is in the community. In this article, we describe how, in our interview-based ethnographic needs assessment, one of…
The Movimiento Al Éxito summer pop-up program: The role of testimonio in moving new diasporic Latina/o youth through Iowa history to critical consciousness
Al Éxito supports the leadership development, post-secondary education, and civic engagement of Iowa Latina/o1 youth. In the summer of 2015, it piloted Movimiento Al Éxito, a “pop up” summer program. In this article, we detail the innovative components and curriculum and describe our journey with “new diasporic” Latina/o youth learning about their place in Iowa and developing testimonios which challenge existing narratives. We explain how emergen…
Illuminated by the Shadow: U.S.-Mexico Schooling and Pedagogies of Place
When "Other People's Children" Are Your Own: A Multicultural Teacher Educator Learns About Difference From the Inside Out
When "Other People's Children" Are Your Own: A Multicultural Teacher Educator Learns About Difference From the Inside Out
Are We Really Ready to Listen: My Story About Mexican Migrant Life in the Midwest
Learning from the Experience of Muslim Students in American Schools: Towards a Proactive Model of School-Community Cooperation
Drawing on interviews with Muslim parents, students, and teachers in a Midwestern city, as well as one of the author's (Sabry's) own experiences as a member in the local Muslim community, this paper documents and describes the challenges faced by Muslim youth in U.S. schools. Grounded in the theoretical framework of cultural mismatch, the paper presents key themes of the interviews with regards to the areas of curriculum, instruction, and home-sc…
Manufacturing Dissent: The New Economy of Power Relations in Multicultural Teacher Education
This article challenges conventional understandings of White preservice teacher resistance by contextualizing it within the historically-situated pedagogical relations of the multicultural teacher education classroom. It describes the power effects of a cultural mismatch-driven, "critical" reflection approach to the preparation of the White preservice teacher and offers as an alternative a practice of Loving Subversion. In this approach, critical…
Illuminated by the Shadow: U.S.-Mexico Schooling and Pedagogies of Place
The Work of Language in Multicultural Classrooms: Talking Science, Writing Science
Introduction Part I: The Language of Science Schooling 2. Journal and Book Writing in Integrated Science-Literacy Units (Christine C. Pappas, Maria Varelas, Tamara Ciesla, and Eli Tucker-Raymond) 3. Developing Expository Writing Skills in Science Through the Integration of Inquiry-Based Science and Literacy Instruction (Yu-Min Ku, Monica S. Yoo, and Eugene E. Garcia) 4. The Writing on the Wall: The Daily Calendar as Science Practice (Kimmarie Col…
Materializing Multiculturalism: Deconstruction and Cumulation in Teaching Language, Culture, and (Non) Identity Reflections on Roth and Kellogg
Observing the Cultural Dialogue of English Learner Literacy: A Standpoint Perspective on an Educational Evaluation
This position paper observes the impact of Proposition 227, California's “English for the Children” initiative, on the professional development of teachers of English Learners. It draws on information I obtained while working as an evaluator of the California Teacher Institutes (CTIs), a network of institutes aimed to enhance teacher effectiveness in working with linguistically-diverse students. I use the lens of educational anthropology, specifi…
Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners
In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics
Learning to Love the Questions: Spirituality and the Practice of a Multicultural Teacher Educator
Introduction to the 5th Anniversary Issue of The International Journal of Multicultural Education
This is an introductory essay to the 5th-year anniversary issue of the IJME
A Struggle for the Soul: Reversing the Odd Alchemy of Science Schooling
Neoliberal approaches to science education are premised on the illusion of a cosmopolitan “well-ordered whole.” This is sustained through value assigned to propositional knowledge, which produces what it means to know, learn, and live and whose knowledge matters. Juxtaposing the purportedly inclusive institutional language in the Next Generation Science Standards of “science for all citizens” with field stories reflecting the transnational realit…
The Movimiento Al Éxito summer pop-up program: The role of testimonio in moving new diasporic Latina/o youth through Iowa history to critical consciousness
Al Éxito supports the leadership development, post-secondary education, and civic engagement of Iowa Latina/o1 youth. In the summer of 2015, it piloted Movimiento Al Éxito, a “pop up” summer program. In this article, we detail the innovative components and curriculum and describe our journey with “new diasporic” Latina/o youth learning about their place in Iowa and developing testimonios which challenge existing narratives. We explain how emergen…
Who takes the cake in community and economic development? ‘Going along' with metaphor to problematize the collective impact of a place-based promise programme
Linguists understand metaphors to be shortcuts to an individual’s tacit knowledge about the world. As ethnographers and planners building a university-school partnership and seeking to understand residents’ perceptions of their urban neighbourhood, attention to use of metaphor allowed us insight into an insider’s mental model of who is in the community. In this article, we describe how, in our interview-based ethnographic needs assessment, one of…
Youth dialogue and design for educational possibility: Eliciting Youth Voice in Community Development
Working with a community-based organization, we engaged middle school youth in mapping the realities of and dreams for their neighborhoods. We document the process we used to guide youth reflection on themselves as learners and, more specifically, detail our discoveries about their schools as learning places. Using critical literacy as a frame, we assert that youth insights about the physical, relational, and agentive environments of school revea…
Sociology (14 works) · Pedagogy (11 works) · Political science (9 works) · Psychology (9 works) · Multiculturalism (7 works) · Global Education and Multiculturalism (5 works) · Mathematics education (5 works) · Multicultural education (5 works) · Multilingual Education and Policy (4 works) · Aesthetics (3 works)