Eric Ruiz Bybee
Biographic Data
| ID | 649065 |
|---|---|
| NAME | Eric Ruiz Bybee |
| GIVEN NAMES | Eric Ruiz |
| FAMILY NAME | Bybee |
| SIGNATURE | BYBEE E R |
| AFFILIATIONS | Brigham Young University |
| ORCID | 0000-0001-7297-315X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
“I’m still kind of not buying it”: Negotiating authority and resistance in five critical multicultural education courses
Although student resistance to equity-oriented teacher education courses is common, less is known about the pedagogical strategies that teacher educators use to respond to challenging classroom situations. Our article addresses this gap by using positioning theory to explore how instructors across five different multicultural education courses positioned themselves to claim authority and give their course content legitimacy. Our findings indicate…
The Rashomon effect in critical multicultural education: Positional identities and figured worlds in a contested “teachable moment”
“I Think It’s Pretty Easy to Give Up”: High School Counselors’ Perspectives on Supporting Latinx Newcomer Multilingual Learners
High school counselors describe challenges and important supports their work with Latinx newcomer multilingual learners. Challenges stem from rigid state graduation requirements and the everyday realities and language barriers. Important supports included onboarding practices, Spanish-speaking staff, and peer mentoring programs, that operate at school and classroom levels. Findings reveal that counselors address the immediate needs of HS NML, suc…
“I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education
Although mentored undergraduate research has been shown to deepen student engagement across various disciplines, this type of extended learning opportunity is not a prominent feature of research and practice in teacher education. Our article addresses this gap by analyzing the experiences and growth of a group of five preservice teachers engaged in a mentored undergraduate research experience in several sections of an introductory critical multic…
Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community
Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminata…
Too Important to Fail: The Banking Concept of Education and Standardized Testing in an Urban Middle School
Paulo Freire’s influential concept of “banking” education describes an oppressive process that positions teachers as the “depositors” of knowledge into passive student “receptacles.” However, according to Freire, teachers also have an “ontological vocation to be more fully human” that can only be achieved through freedom from oppression. In this article, I use Freire’s concept of banking education to reflect on my experiences giving standardized …
Estamos aquí pero no soy de aqui: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico
This article explores notions of belonging and citizenship for "American Mexican" students-Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the cru…
Same Language, Different Histories: Developing a “Critical” English Teacher Identity
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions.…
The Day That Changed My Life, Again”: The Testimonio of a Latino Dacamented Teacher
Historical Thinking Inside the Box: Preservice Elementary Teachers Use Journey Boxes to Craft Counter Narratives
This article details the “journey box” project process enacted by two elementary preservice teacher cohorts. Engaging in activities and projects that promote a sense of investment in not only consuming but producing historical narratives, preservice teachers potentially become interested in sharing this type of learning with their students
Too Important to Fail: The Banking Concept of Education and Standardized Testing in an Urban Middle School
Paulo Freire’s influential concept of “banking” education describes an oppressive process that positions teachers as the “depositors” of knowledge into passive student “receptacles.” However, according to Freire, teachers also have an “ontological vocation to be more fully human” that can only be achieved through freedom from oppression. In this article, I use Freire’s concept of banking education to reflect on my experiences giving standardized …
Estamos aquí pero no soy de aqui: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico
This article explores notions of belonging and citizenship for "American Mexican" students-Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the cru…
Historical Thinking Inside the Box: Preservice Elementary Teachers Use Journey Boxes to Craft Counter Narratives
This article details the “journey box” project process enacted by two elementary preservice teacher cohorts. Engaging in activities and projects that promote a sense of investment in not only consuming but producing historical narratives, preservice teachers potentially become interested in sharing this type of learning with their students
Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community
Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminata…
The Day That Changed My Life, Again”: The Testimonio of a Latino Dacamented Teacher
Same Language, Different Histories: Developing a “Critical” English Teacher Identity
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions.…
Historical Thinking Inside the Box: Preservice Elementary Teachers Use Journey Boxes to Craft Counter Narratives
This article details the “journey box” project process enacted by two elementary preservice teacher cohorts. Engaging in activities and projects that promote a sense of investment in not only consuming but producing historical narratives, preservice teachers potentially become interested in sharing this type of learning with their students
The Day That Changed My Life, Again”: The Testimonio of a Latino Dacamented Teacher
Same Language, Different Histories: Developing a “Critical” English Teacher Identity
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions.…
Too Important to Fail: The Banking Concept of Education and Standardized Testing in an Urban Middle School
Paulo Freire’s influential concept of “banking” education describes an oppressive process that positions teachers as the “depositors” of knowledge into passive student “receptacles.” However, according to Freire, teachers also have an “ontological vocation to be more fully human” that can only be achieved through freedom from oppression. In this article, I use Freire’s concept of banking education to reflect on my experiences giving standardized …
Estamos aquí pero no soy de aqui: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico
This article explores notions of belonging and citizenship for "American Mexican" students-Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the cru…
“I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education
Although mentored undergraduate research has been shown to deepen student engagement across various disciplines, this type of extended learning opportunity is not a prominent feature of research and practice in teacher education. Our article addresses this gap by analyzing the experiences and growth of a group of five preservice teachers engaged in a mentored undergraduate research experience in several sections of an introductory critical multic…
Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community
Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminata…
“I’m still kind of not buying it”: Negotiating authority and resistance in five critical multicultural education courses
Although student resistance to equity-oriented teacher education courses is common, less is known about the pedagogical strategies that teacher educators use to respond to challenging classroom situations. Our article addresses this gap by using positioning theory to explore how instructors across five different multicultural education courses positioned themselves to claim authority and give their course content legitimacy. Our findings indicate…
The Rashomon effect in critical multicultural education: Positional identities and figured worlds in a contested “teachable moment”
“I Think It’s Pretty Easy to Give Up”: High School Counselors’ Perspectives on Supporting Latinx Newcomer Multilingual Learners
High school counselors describe challenges and important supports their work with Latinx newcomer multilingual learners. Challenges stem from rigid state graduation requirements and the everyday realities and language barriers. Important supports included onboarding practices, Spanish-speaking staff, and peer mentoring programs, that operate at school and classroom levels. Findings reveal that counselors address the immediate needs of HS NML, suc…
Sociology (8 works) · Pedagogy (7 works) · Political science (6 works) · Global Education and Multiculturalism (5 works) · Psychology (5 works) · Mathematics education (4 works) · Multicultural education (4 works) · Multiculturalism (4 works) · Critical Race Theory in Education (3 works) · Ethnic group (3 works)