Corinna D Ott
Biographic Data
| ID | 6555943 |
|---|---|
| NAME | Corinna D Ott |
| GIVEN NAMES | Corinna D |
| FAMILY NAME | Ott |
| SIGNATURE | OTT C D |
| AFFILIATIONS | University of California, Riverside |
| ORCID | 0000-0003-2891-3955 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Creating Linguistically Inclusive Spaces for Newcomer and Emergent Plurilingual Students Through Youth Participatory Action Research
Normal wasn’t always productive or helpful”: Teachers of Color authentically caring for the humanities of Black, Indigenous, and students of Color during the Covid-19 pandemic
As research continues to dissect the impacts of the COVID-19 pandemic on the teaching profession, the experiences of teachers of Color remain overlooked. Thus, this article explicitly centers the lived experiences and insider knowledge of six secondary teachers of Color who taught virtually during the pandemic to answer the question, "How do teachers of Color describe the change in their practices and pedagogies as a result of the COVID-19 pandem…
Amplifying Newcomer and Emergent Plurilingual Students’ Voice, Agency and Authority through Enactments of Authentic Cariño
U.S. educational systems routinely dismiss and discount the voices of newcomer and emergent plurilingual students, and instead privilege ideologies of whiteness, ability, and English monolingualism. In this paper, we use a case study from a month-long arts- and literacy-rich summer program in Southern California to examine how three educators’ enactment of authentic cariño led them to disrupt culturally and linguistically subtractive practices an…
I Didn’t Wanna Believe It was a Race Issue”: Student Teaching Experiences of Preservice Teachers of Color
I Didn’t Wanna Believe It was a Race Issue”: Student Teaching Experiences of Preservice Teachers of Color
Amplifying Newcomer and Emergent Plurilingual Students’ Voice, Agency and Authority through Enactments of Authentic Cariño
U.S. educational systems routinely dismiss and discount the voices of newcomer and emergent plurilingual students, and instead privilege ideologies of whiteness, ability, and English monolingualism. In this paper, we use a case study from a month-long arts- and literacy-rich summer program in Southern California to examine how three educators’ enactment of authentic cariño led them to disrupt culturally and linguistically subtractive practices an…
Normal wasn’t always productive or helpful”: Teachers of Color authentically caring for the humanities of Black, Indigenous, and students of Color during the Covid-19 pandemic
As research continues to dissect the impacts of the COVID-19 pandemic on the teaching profession, the experiences of teachers of Color remain overlooked. Thus, this article explicitly centers the lived experiences and insider knowledge of six secondary teachers of Color who taught virtually during the pandemic to answer the question, "How do teachers of Color describe the change in their practices and pedagogies as a result of the COVID-19 pandem…
Creating Linguistically Inclusive Spaces for Newcomer and Emergent Plurilingual Students Through Youth Participatory Action Research
Pedagogy (4 works) · Sociology (4 works) · Critical Race Theory in Education (3 works) · Global Education and Multiculturalism (3 works) · Psychology (3 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works) · 2019-20 coronavirus outbreak (1 works) · Action (physics (1 works) · Action research (1 works)