Gabrielle Oliveira
Biographic Data
| ID | 74210 |
|---|---|
| NAME | Gabrielle Oliveira |
| GIVEN NAMES | Gabrielle |
| FAMILY NAME | Oliveira |
| SIGNATURE | OLIVEIRA G |
| AFFILIATIONS | Boston College |
| ORCID | 0000-0001-7160-6593 |
| VERIFIED | Yes |
| TOTAL WORKS | 60 |
| TOTAL CITATIONS | 69 |
| AUTHOR COUNT | 56 |
| EDITOR COUNT | 4 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Weaving the personal with/in the professional: Brazilian teachers’ negotiation of language policies in a two-way dual language bilingual education program in the United States
This multi-year ethnographic study examines Brazilian bilingual teachers' navigation of top-down language policy agendas in a Portuguese/English two-way Dual Language Bilingual Education (DLBE) program. Drawing on translanguaging scholarship and studies of Latine teachers as policymakers, we found that Brazilian bilingual educators traversed tensions regarding language policies. On one hand, they stressed students' multilingualism and saw student…
Brokering Across Home and School: Brazilian Immigrant Children and Caregivers' Experiences During Remote Learning in the United States
In this article, Mariana Lima Becker and Gabrielle Oliveira examine how a group of Brazilian immigrant children in a Portuguese-English two-way dual language bilingual education program in the United States experienced remote learning at the height of the COVID-19 pandemic in the 2020–2021 school year. Drawing on prior theorizing at the intersection of language brokering and care work in immigrant households, Lima Becker and Oliveira examine the …
Hablando at home: Examining the interactional resources of a bilingual autistic child
Daily language interactions predict child outcomes. For multilingual families who rear neurodiverse children and who may be minoritized for their language use, a dearth of research examines families’ daily language interactions. Utilizing a language socialization framework and a case study methodology, 4,991 English and Spanish utterances from a 5-year old autistic child and his family were collected during naturally occurring interactions over 1…
(Re)estruturação da cultura escolar a partir da integração de crianças brasileiras e venezuelanas em escolas municipais de Boa Vista/RR
Nesta investigação procuramos observar como a cultura escolar se (re)estrutura a partir da integração cultural de crianças brasileiras e venezuelanas do Ensino fundamental I, da rede municipal de ensino em Boa Vista/RR. Esta análise tem como base um estudo etnográfico, ocorrido nos anos de 2022 e 2023 em 2 escolas municipais: Escola Municipal NC e Escola Municipal PP. A partir do entendimento teórico acerca da Cultura escolar e das entrevistas co…
A Currency of Love: Illuminating Motherhood Across Immigrant, Cultural, and Socioeconomic Lines During Covid-19
The school closures due to the COVID-19 pandemic disrupted the work and home lives of families. Drawing on data from 19 interviews with Brazilian and non-Brazilian mothers in one urban elementary school, we explore how mothers negotiated their roles as caregivers, breadwinners, and teachers during this unprecedented time. Braiding Oliveira's concept of the currency of love with Yosso's concept of community cultural wealth, we argue that mothers a…
You Are Safe Now: Migrant Youth Constructions of Safety and Schooling in the U.S
Drawing on multisited ethnographic research with migrant families from Brazil, El Salvador, Guatemala, and Honduras who were detained, separated, or endured prolonged transit due to US immigration policies, we articulate how ideas of "relational safety" are situated in relationships with people, place, and time. Contrasting abundant literature preoccupied with physical and structural violence that migrants suffer, we consider what we learn by lis…
“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of Covid-19 on a bilingual elementary program
This article examines teachers’ and parents’ perceptions of the impact of the COVID-19 pandemic and remote learning on the implementation of a Portuguese-English Dual Language Bilingual Education (DLBE) program in an elementary school in the U.S. Drawing on the literature on language orientations and in/equity in DLBE, this study hones in on the results of two surveys, involving 66 parents and 18 teachers, conducted as part of a three-year mixed-…
Brokering and (Re)membering: Immigrant Children’s In/visible Work of Implementing a Two-Way Dual Language Bilingual Education Program and Educators’ Perceptions
Background: Guidelines for the successful implementation of two-way dual language bilingual education (DLBE) programs foreground the role of program leadership, hiring and preparing culturally and linguistically competent teachers, family involvement, and the alignment between curriculum, assessments, and instruction in both languages. Absent in this framing for program implementation and success are the voices, lived experiences, and everyday co…
Venezuelan migration to Brazil: Teachers and students co-constructing multicultural education inside classrooms
Purpose This study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diret…
Transnational Childhoods: Brazilian Im/Migrant Children’s (In)visibility Across the Classroom
Teachers and Parents at Odds: Results From a Survey on a Dual Language Program Implementation
Dual language education programs have become increasingly popular among elementary schools across the country. These programs are touted to represent a promise of a more equitable education for children whose parents are immigrants or whose first languages are not English. Nonetheless, these programs are also known to have appeal to monolingual English speaking families who would like their children to learn another language. Schools across the U…
Community leaders’ sensemaking of environmental jolts: Stabilizing and silver lining framing of disruption
The COVID-19 pandemic has been a defining catastrophe for many communities across the world. This study focuses on a small, urban community in the United States at the regional epicenter of the pandemic with high rates of illness, death, financial hardships, and a halt to in-person school and services that lasted over a year. Drawing on institutional theory with a focus on environmental jolts and leadership sensemaking, we conducted a thematic an…
A imigração venezuelana e o contexto da alfabetização de crianças brasileiras e venezuelanas em escolas municipais de Boa Vista, Roraima, Brasil: Um Olhar Para as Considerações Da Gestão
Buscamos o entendimento sobre como a Secretaria Municipal de Educação e Cultura (SMEC) e as escolas públicas de Boa Vista/Roraima estão respondendo ao processo de alfabetização considerando o ingresso de crianças venezuelanas nas escolas. Este artigo é decorrente de uma pesquisa etnográfica, em andamento, em duas escolas municipais de Boa Vista/RR. Realizamos entrevistas com a secretária e vice-secretária, com a equipe gestora das 2 escolas envol…
Venezuelan immigration and the context of literacy of Brazilian and Venezuelan children in municipal schools in Boa Vista, Roraima, Brazil: A Look at Management Considerations
We sought to understand how the Municipal Department of Education and Culture (SMEC) and the public schools in Boa Vista/Roraima are responding to the literacy process, considering the influx of Venezuelan children into the schools. This article is the result of ongoing ethnographic research in two municipal schools in Boa Vista/RR. We conducted interviews with the secretary and deputy secretary, the management team of the two schools involved, a…
Imagining New Possibilities Through Participatory Qualitative Methods
Across a range of disciplines, researchers are employing participatory approaches to better align studies with community needs. For example, a growing body of education scholarship has outlined the value of research-practice partnerships as venues for addressing urgent problems of practice. While such partnerships represent a promising strategy for advancing equity, effective collaboration across research and practice is complex to realize. In th…
Brazil is my cousin, the U.S. has parks: Children’s construction of Brazil and the United States in a bilingual education program
Drawing from a 3-year ethnographic project in one elementary school in the United States, this article examines how a group of 43 first graders perceived and constructed Brazil and the U.S. during a drawing and writing activity in their bilingual (Portuguese-English) classroom. The majority of the participating children (81.4%) either migrated from Brazil to the U.S. or were born in the U.S. of Brazilian parents. Data analysis reveals that Brazil…
This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States
Concurrent with the rise in U.S. neo‐nationalism is the growing influx of im/migrant children in the nation's schools. This article explores how a group of eight K‐3 Brazilian bilingual teachers in a Portuguese‐English Two‐Way Immersion (TWI) program in the United States interact with neo‐nationalist discourses pertaining to the theme of immigration. Drawing on recent theorizing about the intersections of neo‐nationalism, language, and bilingual …
Unilateral translanguaging: Teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program
This study documents the notion of unilateral translanguaging–the configuration of translanguaging spaces to disproportionately privilege a dominant language or its speakers. We analyze four teachers’ translanguaging practices in a Portuguese-English two-way immersion (TWI) program in the United States. Rather than focusing on whether and how translanguaging occurs, we highlight temporality and purpose to explore when and why participants engaged…
It's part of me”: Brazilian immigrant teachers' work in a global pandemic
Even before COVID‐19, immigrant teachers who teach immigrant children in dual language classrooms were under a tremendous amount of pressure in their schools and districts. “I know what they are going through”, Elise, a veteran teacher from Brazil, disclosed during an interview when asked about her knowledge on children's lives. She was referencing her shared identity with her students. However, in a school where immigrant teachers were a minorit…
Exploring elasticity and shielding in the Catholic Church: Priests’ relationships with Latino worshippers
Examining the relationship between Catholic priests and Latino parishioners, we explored how five clergy understood their roles in easing the way for immigrants to the Boston area. Just as the Catholic Church welcomed European immigrants of an earlier period, priests believed that their parishes continued to embrace a newer wave of immigrants during a time when Latinos experienced heightened fear of deportation under the immigration policies that…
A Roadmap of Possibilities: A Response to Peter Demerath's Frameworks to Decolonize Education in Anthropology
Breaking nation: Brazilian transnational children's construction of belonging in bilingual classrooms
This article explores Brazilian children's belonging-making in Portuguese-English bilingual classrooms in the United States. Drawing on ethnographic data collected over fifteen months, we found that the participating Brazilian children frequently referenced Brazil in their classrooms. Through these references, the children forged their own conceptions of what belonging means and created spaces of belonging in their bilingual classrooms. Connectio…
Multidirectional carework across borders: Latina immigrant women negotiating motherhood and daughterhood
Objective The authors examine how transnational caregiving for immigrant women encompasses a set of complex gendered relationships and roles as mothers and daughters across national borders. Background Scholars have explored transnational motherhood for women who migrate, often in search of employment, while their children remain in their nation of origin. Much of this research has focused on how migration transforms mother–child relationships. I…
Collison, Connection, and Conflict? Writing (Righting) Community Amid Covid‐19
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Remaking Community With Art
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Cruel Optimism: Migration and Schooling for Dominican Newcomer Immigrant Youth
What is the relationship among migration, education, and socio-emotional well-being? This article draws on ethnographic research with Dominican youth to examine the impact of maternal migration on young immigrants and their educational aspirations. We detail how the youth come to conflate mother love, the sacrifices of migration, and educational investment. We argue that this conflation represents a "cruel optimism" (Berlant ), wherein the imposs…
Migração e educação: Perspectivas Socioculturais
O mundo está testemunhando uma era de mobilidade humana sem precedentes: os migrantes internacionais aumentaram de 100 milhões em 1960 para 155 milhões em 2000 e para 214 milhões em 2010 (UNDESA). No entanto, dá-se pouca importância à forma como a migração e a educação interagem para influenciar a mobilidade social e econômica. Este artigo considera a relação entre migração e educação. Na primeira seção, recorremos à teorização antropológica da m…
Eu sei, I know”: Equity and Immigrant Experience in a Portuguese‐English Dual Language Bilingual Education Program
Recent scholarship reveals how English can be disproportionately privileged in dual language bilingual education (DLBE) programming (Cervantes‐Soon et al., 2017; Valdés, 1997). Through a program designed to serve Brazilian (im)migrant populations, this study expands the scope of DLBE research. This study took place in the U.S. state of Massachusetts, which has just emerged from a 15‐year period of English‐only legislation. It explores language st…
Parent and teacher perceptions of a Brazilian Portuguese two-way immersion program
As the popularity of two-way immersion (TWI) programs increases across the U.S., recent scholarship has drawn attention to inequities in who benefits from these programs and how they are implemented. These findings have drawn the field’s attention to the instrumental part played by particular stakeholders in TWI program implementation. While this research has been partially focused in documenting the key role played by parents and teachers in TWI…
I have a story for you”: Engaging with im/migrant children’s politicized funds of knowledge in qualitative research
Drawing on empirical data from two ethnographic studies on familial im/migration and education on both sides of the Mexico–U.S. border, in this article, we focus on critical incidents that resulted in listening realignment during data collection in which children deploy their politicized funds of knowledge (PFOK) (Gallo & Link) to shape the form and content of our research. We argue that as researchers in educational settings we must reflect on t…
Im/migrant children’s stories in elementary school: Caring and making space in the classroom
Family separation policies’ impacts on children’s education are one of the critical issues of our time. In this article, I draw on ethnographic data collected over two years in one Northeastern town in the United States. More than fifty im/migrant children were observed inside kindergarten, first and second grade classrooms. For this article, I focus on the experience of four immigrant teachers in dual-language education and im/migrant children i…
You Are Safe Now: Migrant Youth Constructions of Safety and Schooling in the U.S
Drawing on multisited ethnographic research with migrant families from Brazil, El Salvador, Guatemala, and Honduras who were detained, separated, or endured prolonged transit due to US immigration policies, we articulate how ideas of "relational safety" are situated in relationships with people, place, and time. Contrasting abundant literature preoccupied with physical and structural violence that migrants suffer, we consider what we learn by lis…
Community leaders’ sensemaking of environmental jolts: Stabilizing and silver lining framing of disruption
The COVID-19 pandemic has been a defining catastrophe for many communities across the world. This study focuses on a small, urban community in the United States at the regional epicenter of the pandemic with high rates of illness, death, financial hardships, and a halt to in-person school and services that lasted over a year. Drawing on institutional theory with a focus on environmental jolts and leadership sensemaking, we conducted a thematic an…
Imagining New Possibilities Through Participatory Qualitative Methods
Across a range of disciplines, researchers are employing participatory approaches to better align studies with community needs. For example, a growing body of education scholarship has outlined the value of research-practice partnerships as venues for addressing urgent problems of practice. While such partnerships represent a promising strategy for advancing equity, effective collaboration across research and practice is complex to realize. In th…
Breaking nation: Brazilian transnational children's construction of belonging in bilingual classrooms
This article explores Brazilian children's belonging-making in Portuguese-English bilingual classrooms in the United States. Drawing on ethnographic data collected over fifteen months, we found that the participating Brazilian children frequently referenced Brazil in their classrooms. Through these references, the children forged their own conceptions of what belonging means and created spaces of belonging in their bilingual classrooms. Connectio…
Constructing the (Un)Readiness of Brazilian Immigrant Children in One Elementary School
The phrase ready to learn has been widely used and researched by scholars, policy makers, and education practitioners. School readiness, as a construct, has referred to the basic skills that children need to transition to elementary school. However, there is no consensus on which basic skills students should possess when entering kindergarten, and even less for bilingual learners. In this article, we draw on interview data from 15 staff members i…
Sound, Sentience, and Schooling: Writing the Field Recording in Educational Ethnography
This article examines how sound-as a medium, method, and modality-attunes educational ethnographers to writing the "field" in new ways. In particular, the authors ask: How might cultivating practices of writing the field recording reorient the field note as an ethnographic object of inquiry? Examining the field recording as a representational, experimental, and pedagogical resource for prolonging encounters, this article reframes inquiry to disru…
Transnational care constellations: Im/migrant families, children and education
Drawing on over a decade of empirical research, this article develops the framework of ‘Transnational Care Constellations’ in order to understand how mothers, children and caregivers are connected across national terrains. This approach takes into account the ways families organize care, economic, health and everyday decisions and focuses on relationships across nations. The purpose of this article is twofold: (1) to present relevant literature i…
Transnational Mothers and School Related Decisions
Between Mexico and New York City: Mexican Maternal Migration's Influences on Separated Siblings' Social and Educational Lives
There are negative consequences for children and youth when a primary caregiver leaves to migrate. However there are unforeseen experiences related to schooling. I compare how Mexican maternal migration has influenced the education experiences of the children left behind in Mexico and their siblings living in the United States. These microcontexts of where and how siblings live in Mexico and in New York City present us with a somewhat surprising …
Transnational Childhoods: Brazilian Im/Migrant Children’s (In)visibility Across the Classroom
This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States
Concurrent with the rise in U.S. neo‐nationalism is the growing influx of im/migrant children in the nation's schools. This article explores how a group of eight K‐3 Brazilian bilingual teachers in a Portuguese‐English Two‐Way Immersion (TWI) program in the United States interact with neo‐nationalist discourses pertaining to the theme of immigration. Drawing on recent theorizing about the intersections of neo‐nationalism, language, and bilingual …
Gratidão , gratitude: Brazilian immigrant parents’ perspectives on their children’s bilingual education
This article explores Brazilian immigrant parents’ perspectives about a newly established Two-Way Immersion (TWI) program in their community. The analysis of parental answers to a family engagement survey, using the framework of investment, reveals that the Brazilian parents in our sample assembled narratives of gratitude through overt statements of thankfulness, multiple compliments to the school, to the bilingual program and its teachers, and b…
Data's (In)Humanism: Re/presentations of State, Institutions, and Practices in Contemporary Educational Re/search
This article addresses how researchers have drawn from qualitative methods when engaging with/in liminal populations, with a focus on historically marginalized populations and their rhetorical and material (dis)placement. As scholars housed within distinct domains of educational scholarship, we embrace this opportunity to "think-with-theory" and collaborate across methodological and theoretical differences. Ecologies of liminal (in)humanisms are …
Undocumented Mexican immigrant women's direct sales work in New York City
Otros Saberes: Collaborative Research on Indigenous and Afro-Descendant Cultural Politics ed. by Charles R. Hale, Lynn Stephen (review)
Reviewed by: Otros Saberes: Collaborative Research on Indigenous and Afro-Descendant Cultural Politics ed. by Charles R. Hale, Lynn Stephen Gabrielle Oliveira (bio) Charles R. Hale and Lynn Stephen, eds. Otros Saberes: Collaborative Research on Indigenous and Afro-Descendant Cultural Politics. Santa Fe: School for Advanced Research Press, 2013. 249pp. Paperback. $34.95. This is an edited volume that brings together nine chapters by six teams of r…
Migração e educação: Perspectivas Socioculturais
O mundo está testemunhando uma era de mobilidade humana sem precedentes: os migrantes internacionais aumentaram de 100 milhões em 1960 para 155 milhões em 2000 e para 214 milhões em 2010 (UNDESA). No entanto, dá-se pouca importância à forma como a migração e a educação interagem para influenciar a mobilidade social e econômica. Este artigo considera a relação entre migração e educação. Na primeira seção, recorremos à teorização antropológica da m…
Negotiating contradictions: Educación among Dominican transnational mothers in New York City
This paper examines how a transnational orientation shapes Dominican mothers’ contradictory attitudes towards education in New York City. Through this ethnographic study, which draws on 36 interviews, community walkabouts, and participant observations in community-led adult education classes, we show how Dominican mothers struggle with conflicting values; on the one hand, they embrace the idea of schooling for individual advancement, integration …
Between Mexico and New York City: Mexican Maternal Migration's Influences on Separated Siblings' Social and Educational Lives
There are negative consequences for children and youth when a primary caregiver leaves to migrate. However there are unforeseen experiences related to schooling. I compare how Mexican maternal migration has influenced the education experiences of the children left behind in Mexico and their siblings living in the United States. These microcontexts of where and how siblings live in Mexico and in New York City present us with a somewhat surprising …
Cruel Optimism: Migration and Schooling for Dominican Newcomer Immigrant Youth
What is the relationship among migration, education, and socio-emotional well-being? This article draws on ethnographic research with Dominican youth to examine the impact of maternal migration on young immigrants and their educational aspirations. We detail how the youth come to conflate mother love, the sacrifices of migration, and educational investment. We argue that this conflation represents a "cruel optimism" (Berlant ), wherein the imposs…
Here and There’: Children and Youth’s Perspectives of Borders in Mexico–United States Migration
This article explores children’s perspectives regarding migration and family separation on both sides of the Mexico‐U.S. border. ‘Transnational care constellations’ 1 that connect separated siblings allow children to imagine the other side of the border and to explore their thoughts and perspectives through the lenses of inequality, as well as through a sense of belonging and family. This article presents ethnographic data of families that captur…
Undocumented Mexican immigrant women's direct sales work in New York City
Motherhood across Borders: Immigrants and Their Children in Mexico and New York
Winner, 2019 Inaugural Outstanding Ethnography Book Award, given by the Ethnography in Education Research Forum Winner, 2019 Outstanding Book Award, given by the Council on Anthropology and Education The stories of Mexican migrant women who parent from afar, and how their transnational families stay together While we have an incredible amount of statistical information about immigrants coming in and out of the United States, we know very little a…
Transnational Mothers and School- Related Decisions
Interlude 5. Camila and Stella
Ideals and Practices of Transnational Motherhood and Care
Children and Youth’s Perspectives of the Other Side: Ideas of Inequality and Sense of Belonging
Interlude 3. Drawings
Interlude 2. When Caregivers and Mothers Don’t Get Along
Educational Aspirations and Social Trajectories of Separated Siblings
For My Mother: Gendered Education Experiences
Interlude 4. Giving Birth in New York City
Conclusion
Interlude 1. Parallel Lives
Interlude 6. Letter to Carlitos
Building Student Awareness of Literacy Practices: Anthropological Perspectives
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Developing the language to immigrate: Immigration Discourses in the lives of Mexican immigrant youth
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
What Constitutes Community? Ethnographic Perspectives on Adolescent and Adult Literacy Practice
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Transnational care constellations: Im/migrant families, children and education
Drawing on over a decade of empirical research, this article develops the framework of ‘Transnational Care Constellations’ in order to understand how mothers, children and caregivers are connected across national terrains. This approach takes into account the ways families organize care, economic, health and everyday decisions and focuses on relationships across nations. The purpose of this article is twofold: (1) to present relevant literature i…
Gratidão , gratitude: Brazilian immigrant parents’ perspectives on their children’s bilingual education
This article explores Brazilian immigrant parents’ perspectives about a newly established Two-Way Immersion (TWI) program in their community. The analysis of parental answers to a family engagement survey, using the framework of investment, reveals that the Brazilian parents in our sample assembled narratives of gratitude through overt statements of thankfulness, multiple compliments to the school, to the bilingual program and its teachers, and b…
Sociology (40 works) · Political science (31 works) · Psychology (31 works) · Pedagogy (24 works) · Immigration (21 works) · Multilingual Education and Policy (19 works) · Ethnography (17 works) · Gender Studies (17 works) · Anthropology (16 works) · Linguistics (13 works)