María Dantas-Whitney
Biographic Data
| ID | 6478888 |
|---|---|
| NAME | María Dantas-Whitney |
| GIVEN NAMES | María |
| FAMILY NAME | Dantas-Whitney |
| SIGNATURE | DANTAS-WHITNEY M |
| AFFILIATIONS | Western Oregon University |
| ORCID | 0000-0003-0905-7356 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
And here is a caterpillar kindergarten’
The present ethnographic study was conducted in collaboration with thirty-five Latin American children from different countries during the period of school closures precipitated by the COVID-19 pandemic. Through exchanges of multimodal texts (letters, text messages, photos, drawings, audios, videos) and virtual encounters, we sought to understand how these children reconstructed and transformed their schooling practices. Through our interactions …
Perceived affordances of a collaborative virtual teacher education course on CLIL and technologies during remote teaching
The objective of this paper is both to describe the course syllabus and the activities implemented in a course on CLIL and technologies for pre-service and in-service teachers from three public universities in Paraná, and also examine the perceived affordances of the initiative. The theoretical framework of affordances guided the analysis and results indicate that the interactions provided by the online course allowed teachers to learn about CLIL…
Comimos quesadillas y después jugamos tag
This reflexion paper presents findings from a classroombased ethnographic study conducted for three years in collaboration with children of immigrant Latino families attending an elementary public school in the U. S. The investigation focuses specifically on the analysis of a series of “family journals,” which were collectively created by the children and their families, and shared within the space of the classroom. Through the journals, the chil…
Educational Leaders’ Agentive Power to Disrupt Racial and Linguistic Hierarchies
Within the current U.S. climate of post-truth politics, systemic barriers threaten to reify racial and linguistic hierarchies. Students and communities are stuck at the intersection of macro language education policies and micro enactments of said policies. Latinx communities notably are experiencing intensified segregation, even in bilingual education programs designed to support linguistic and cultural diversity. This study brings together two …
Moving Toward Critical Cultural Consciousness in Esol and Bilingual Teacher Education
This study draws on research conducted with participants of a professional development project focusing on serving the needs of English language learners in U.S. public schools. We analyze the reflections of two preservice teachers as an assessment of our ability to meet our goal for social justice in teacher education. We identify areas for enhancement in our teacher-education program to move beyond reductionist views of teaching and work toward…
Critical reflection in the second language classroom through audiotaped journals
Educational Leaders’ Agentive Power to Disrupt Racial and Linguistic Hierarchies
Within the current U.S. climate of post-truth politics, systemic barriers threaten to reify racial and linguistic hierarchies. Students and communities are stuck at the intersection of macro language education policies and micro enactments of said policies. Latinx communities notably are experiencing intensified segregation, even in bilingual education programs designed to support linguistic and cultural diversity. This study brings together two …
Moving Toward Critical Cultural Consciousness in Esol and Bilingual Teacher Education
This study draws on research conducted with participants of a professional development project focusing on serving the needs of English language learners in U.S. public schools. We analyze the reflections of two preservice teachers as an assessment of our ability to meet our goal for social justice in teacher education. We identify areas for enhancement in our teacher-education program to move beyond reductionist views of teaching and work toward…
Critical reflection in the second language classroom through audiotaped journals
Critical reflection in the second language classroom through audiotaped journals
Moving Toward Critical Cultural Consciousness in Esol and Bilingual Teacher Education
This study draws on research conducted with participants of a professional development project focusing on serving the needs of English language learners in U.S. public schools. We analyze the reflections of two preservice teachers as an assessment of our ability to meet our goal for social justice in teacher education. We identify areas for enhancement in our teacher-education program to move beyond reductionist views of teaching and work toward…
Comimos quesadillas y después jugamos tag
This reflexion paper presents findings from a classroombased ethnographic study conducted for three years in collaboration with children of immigrant Latino families attending an elementary public school in the U. S. The investigation focuses specifically on the analysis of a series of “family journals,” which were collectively created by the children and their families, and shared within the space of the classroom. Through the journals, the chil…
Educational Leaders’ Agentive Power to Disrupt Racial and Linguistic Hierarchies
Within the current U.S. climate of post-truth politics, systemic barriers threaten to reify racial and linguistic hierarchies. Students and communities are stuck at the intersection of macro language education policies and micro enactments of said policies. Latinx communities notably are experiencing intensified segregation, even in bilingual education programs designed to support linguistic and cultural diversity. This study brings together two …
Perceived affordances of a collaborative virtual teacher education course on CLIL and technologies during remote teaching
The objective of this paper is both to describe the course syllabus and the activities implemented in a course on CLIL and technologies for pre-service and in-service teachers from three public universities in Paraná, and also examine the perceived affordances of the initiative. The theoretical framework of affordances guided the analysis and results indicate that the interactions provided by the online course allowed teachers to learn about CLIL…
And here is a caterpillar kindergarten’
The present ethnographic study was conducted in collaboration with thirty-five Latin American children from different countries during the period of school closures precipitated by the COVID-19 pandemic. Through exchanges of multimodal texts (letters, text messages, photos, drawings, audios, videos) and virtual encounters, we sought to understand how these children reconstructed and transformed their schooling practices. Through our interactions …
Pedagogy (6 works) · Psychology (4 works) · Sociology (4 works) · Linguistics (3 works) · Mathematics education (3 works) · Multilingual Education and Policy (3 works) · Second Language Learning and Teaching (3 works) · Anthropology (2 works) · Bilingual education (2 works) · Computer Science (2 works)