Alison G Dover
Biographic Data
| ID | 777512 |
|---|---|
| NAME | Alison G Dover |
| GIVEN NAMES | Alison G |
| FAMILY NAME | Dover |
| SIGNATURE | DOVER A G |
| AFFILIATIONS | California State University, Fullerton |
| ORCID | 0000-0001-7248-9632 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Creating Linguistically Inclusive Spaces for Newcomer and Emergent Plurilingual Students Through Youth Participatory Action Research
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…
Your Compliance Will Not Protect You: Agency and Accountability in Urban Teacher Preparation
This article presents the results of a mixed-methods study that examined how state policy requiring the use of high-stakes teacher performance assessments (TPAs) affected candidates enrolled in urban teacher preparation programs in the Midwest. The data reveal that despite institutional pass rates above the national average, the edTPA process negatively affected candidates’ sense of self-efficacy, agency, and readiness to engage in culturally and…
Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color
For decades, research has shown the pervasive racism of teacher education and its harmful impact on teacher candidates of Color. In this conceptual article, we argue that teacher education programs must interrogate how racism is embedded structurally through policies and practices that guide the various facets of the institution. We build from higher education scholarship on racial climate and "health" and teacher education research on race and r…
Learning Our Way Through”: Critical Professional Development for Social Justice in Teacher Education
While research indicates that critical professional development (CPD) can function as an alternative to dominant forms of top-down, anti-dialogical professional learning in K-12 settings, there is limited research on CPD in higher education, or among teacher education faculty specifically. In this article, we examine how participation in a year-long social justice-oriented faculty learning community (FLC) impacted faculty members’ identities and …
It’s Heart Work: Critical Case Studies, Critical Professional Development, and Fostering Hope Among Social Justice–Oriented Teacher Educators
As social justice–oriented teachers and teacher educators, it can seem as if we are fighting a losing battle against neoliberal education policies designed to disrupt and dismantle our field. In this article we draw upon traditions of critical race theory, counterstorying, and critical hope to examine the complex realities of contemporary teacher education and envision an alternate reality in which our profession develops and thrives. To do so, w…
"Learning to "brave up: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms
The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In thi…
Teaching for Social Justice and the Common Core: Justice-Oriented Curriculum for Language Arts and Literacy
Reclaiming agency: Justice-oriented social studies teachers respond to changing curricular standards
Emphases on high-stakes testing and accountability can undermine teachers' ability to use their professional expertise to respond to the localized needs of their students. For justice-oriented teachers, they also create ideological conflicts, as teachers are forced to navigate increasingly prescriptive curricular mandates. In this article, we examine how justice-oriented veteran social studies teachers in the United States use their disciplinary …
Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices
In this article, the author presents the results of a multistate study examining how teachers, and specifically secondary English Language Arts (ELA) teachers, conceptualize and implement teaching for social justice in standards-based contexts. Additional analysis underscores how this practice both reflects and extends earlier equity-oriented reform movements
Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices
In this article, the author presents the results of a multistate study examining how teachers, and specifically secondary English Language Arts (ELA) teachers, conceptualize and implement teaching for social justice in standards-based contexts. Additional analysis underscores how this practice both reflects and extends earlier equity-oriented reform movements
Reclaiming agency: Justice-oriented social studies teachers respond to changing curricular standards
Emphases on high-stakes testing and accountability can undermine teachers' ability to use their professional expertise to respond to the localized needs of their students. For justice-oriented teachers, they also create ideological conflicts, as teachers are forced to navigate increasingly prescriptive curricular mandates. In this article, we examine how justice-oriented veteran social studies teachers in the United States use their disciplinary …
Your Compliance Will Not Protect You: Agency and Accountability in Urban Teacher Preparation
This article presents the results of a mixed-methods study that examined how state policy requiring the use of high-stakes teacher performance assessments (TPAs) affected candidates enrolled in urban teacher preparation programs in the Midwest. The data reveal that despite institutional pass rates above the national average, the edTPA process negatively affected candidates’ sense of self-efficacy, agency, and readiness to engage in culturally and…
Learning Our Way Through”: Critical Professional Development for Social Justice in Teacher Education
While research indicates that critical professional development (CPD) can function as an alternative to dominant forms of top-down, anti-dialogical professional learning in K-12 settings, there is limited research on CPD in higher education, or among teacher education faculty specifically. In this article, we examine how participation in a year-long social justice-oriented faculty learning community (FLC) impacted faculty members’ identities and …
It’s Heart Work: Critical Case Studies, Critical Professional Development, and Fostering Hope Among Social Justice–Oriented Teacher Educators
As social justice–oriented teachers and teacher educators, it can seem as if we are fighting a losing battle against neoliberal education policies designed to disrupt and dismantle our field. In this article we draw upon traditions of critical race theory, counterstorying, and critical hope to examine the complex realities of contemporary teacher education and envision an alternate reality in which our profession develops and thrives. To do so, w…
"Learning to "brave up: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms
The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In thi…
Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color
For decades, research has shown the pervasive racism of teacher education and its harmful impact on teacher candidates of Color. In this conceptual article, we argue that teacher education programs must interrogate how racism is embedded structurally through policies and practices that guide the various facets of the institution. We build from higher education scholarship on racial climate and "health" and teacher education research on race and r…
Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices
In this article, the author presents the results of a multistate study examining how teachers, and specifically secondary English Language Arts (ELA) teachers, conceptualize and implement teaching for social justice in standards-based contexts. Additional analysis underscores how this practice both reflects and extends earlier equity-oriented reform movements
Teaching for Social Justice and the Common Core: Justice-Oriented Curriculum for Language Arts and Literacy
Reclaiming agency: Justice-oriented social studies teachers respond to changing curricular standards
Emphases on high-stakes testing and accountability can undermine teachers' ability to use their professional expertise to respond to the localized needs of their students. For justice-oriented teachers, they also create ideological conflicts, as teachers are forced to navigate increasingly prescriptive curricular mandates. In this article, we examine how justice-oriented veteran social studies teachers in the United States use their disciplinary …
It’s Heart Work: Critical Case Studies, Critical Professional Development, and Fostering Hope Among Social Justice–Oriented Teacher Educators
As social justice–oriented teachers and teacher educators, it can seem as if we are fighting a losing battle against neoliberal education policies designed to disrupt and dismantle our field. In this article we draw upon traditions of critical race theory, counterstorying, and critical hope to examine the complex realities of contemporary teacher education and envision an alternate reality in which our profession develops and thrives. To do so, w…
"Learning to "brave up: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms
The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In thi…
Learning Our Way Through”: Critical Professional Development for Social Justice in Teacher Education
While research indicates that critical professional development (CPD) can function as an alternative to dominant forms of top-down, anti-dialogical professional learning in K-12 settings, there is limited research on CPD in higher education, or among teacher education faculty specifically. In this article, we examine how participation in a year-long social justice-oriented faculty learning community (FLC) impacted faculty members’ identities and …
Your Compliance Will Not Protect You: Agency and Accountability in Urban Teacher Preparation
This article presents the results of a mixed-methods study that examined how state policy requiring the use of high-stakes teacher performance assessments (TPAs) affected candidates enrolled in urban teacher preparation programs in the Midwest. The data reveal that despite institutional pass rates above the national average, the edTPA process negatively affected candidates’ sense of self-efficacy, agency, and readiness to engage in culturally and…
Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color
For decades, research has shown the pervasive racism of teacher education and its harmful impact on teacher candidates of Color. In this conceptual article, we argue that teacher education programs must interrogate how racism is embedded structurally through policies and practices that guide the various facets of the institution. We build from higher education scholarship on racial climate and "health" and teacher education research on race and r…
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…
Creating Linguistically Inclusive Spaces for Newcomer and Emergent Plurilingual Students Through Youth Participatory Action Research
Pedagogy (10 works) · Sociology (10 works) · Political science (7 works) · Psychology (7 works) · Social science (7 works) · Law (5 works) · Law (5 works) · Teacher Education and Leadership Studies (5 works) · Social justice (4 works) · Teacher education (4 works)