Sherry Marx
Dados Biográficos
| ID | 3685818 |
|---|---|
| NOME | Sherry Marx |
| PRENOMES | Sherry |
| SOBRENOME | Marx |
| ASSINATURA | MARX S |
| AFILIAÇÕES | Utah State University |
| ORCID | 0000-0003-1145-8941 |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 74 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
What Multiple Theories Can Illuminate in Qualitative Research
Our aim in this paper is to help scholars better understand theory’s purpose in qualitative research, how it is employed in data analysis, and the strengths and limitations of the insights it can reveal. We do this by sharing our practice using multiple theories to make sense of a common data set in an advanced doctoral class focused on theory in qualitative research. For the class final project, students chose different theories to analyze one c…
A Warning about the Predatory, Fraudulent Version of Ijme
The purpose of this essay is to warn IJME readers about the possibility of publishing in predatory, fraudulent journals, using the predatory, fraudulent version of IJME as an example of dishonest publishing practices. This examination is meant to help IJME readers better understand the exploitative intentions of these nefarious entities and to recognize some common features in their communications and websites in order to avoid them. It is emphas…
Perceptions of disabilities among Native Americans within the state of Utah
Currently, little research exists on disabilities among Native American communities and no research exists on how Native Americans perceive disabilities, services currently available, and unmet needs. Understanding these key areas is essential to providing efficacious and culturally relevant care. To address this gap in the literature, we used Indigenous research methodology through sharing circles throughout the state of Utah to listen and ampli…
Designing for robot-mediated interaction among culturally and linguistically diverse children
This qualitative study explored the design and implementation of a humanoid social robot that mediated collaborative interactions among culturally and linguistically diverse kindergarten children in a US school. The robotic mediation was designed to help children have positive interactions with one another. The study was grounded in theories of childhood development, intercultural communication, and culturally responsive pedagogy. Design research…
Technology for Equity and Social Justice in Education
In this Introduction to the IJME Special Issue on Technology for Equity and Social Justice in Education, Sherry Marx and Yanghee Kim highlight key trends in technology education research that address issues of equity and multicultural education. Seven articles are introduced
Crafting a Discipline-Relevant Pedagogy
In this article, the author shares a confessional tale of her experience reshaping a qualitative research methodology class taught in a Big Tent environment to be more meaningful to the diverse students in the class, who represented numerous academic disciplines. She first describes the epistemological and methodological orientation of the original class, Take I, along with its strengths and limitations. She then reflects on an Intermission that …
Critical Autoethnography in Pursuit of Educational Equity
In this introduction to the special issue of IJME, we highlight critical autoethnography's potential for connecting the deeply personal experiences of race, gender, culture, language, sexuality, and other aspects of marginalization and privilege to the broader context of education in society. We discuss critical autoethnography as an interdisciplinary, blurred genre that transforms to fit the academic backgrounds, interests, and critical orientat…
Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling
In this autoethnographic tale, I tell the story of my own family's experience with race, class, and language privilege. In particular, I focus on my children's experience with elementary schooling in the United States and Hungary. Their intercultural education experience vividly illuminates the socially and culturally constructed nature of race, class, and language privilege and the many ways these privileges are manifest in schooling
Schooling as taming wild tongues and bodies
Situating the body as a lens of analysis, this article examines how linguistic and ethnic minority children are exposed to discourses of control. In this reflective essay, we share our theorized memories of working with schools and examine how educators, including ourselves, become discursive subjects. Furthermore, we become invested in enacting discourses of control toward linguistic and ethnic minority children through the programs, educational…
Understanding the Epistemological Divide in ESL Education
In this critically reflective article, we share our perceptions of the epistemologies that shape our own understanding of successful ESL education and that of a school district that asked us to help redevelop its ESL program. Our differing epistemologies, ours critical and aimed toward social justice, theirs built on what we describe as neoliberal educational discourse and deficit constructions of ELLs and Latinas/os, inevitably led to the collap…
Living and learning in Mexico
This paper provides a qualitative examination of university student experiences with culture, language, and race in a short‐term study abroad program in Cuernavaca, Mexico. All participants were White teacher education students from the United States earning their English as a Second Language (ESL) teaching endorsement and hoped to teach English language learners (ELLs). During the three week program, students took ESL Methods and Spanish for Tea…
Theory and educational research
Popular White Teachers of Latina/o Kids
This article presents a year-long qualitative study conducted in an “urban” high school, where 77% of the students were Latina/o and 100% of the teachers were White. A teacher in the school, the author studied four popular teachers for the (a) ways they could relate to students, (b) ways they could not relate, and (c) influences of teachers' Whiteness on relating. Findings show that teachers could relate to students through personal experiences b…
Not Blending In
This article reports the findings of a study on the experiences of a small but growing population of Latino students in a small-town secondary school. All teachers and administrators were surveyed regarding their impressions of Latino students. All students in the school (95% White, 5% Latino) were surveyed regarding their impressions of ethnicity, culture, and language in their own school experiences. In all, 26 adults, 25 of whom were White, an…
Revealing the Invisible
This book examines and confronts the passive and often unconscious racism of white teacher education students, offering a critical tool in the effort to make education more equitable. Sherry Marx provides a consciousness-raising account of how white teachers must come to recognize their own positions of privilege and work actively to create anti-racist teaching techniques and learning environments for children of color and children learning Engli…
Racism Without Racists
Reflections on the state of critical white studies
(2003). Reflections on the state of critical white studies. International Journal of Qualitative Studies in Education: Vol. 16, No. 1, pp. 3-5
Pedagogies of critical race theory
We have taken to heart the call of critical race theorists and critical Whiteness scholars to open up a White discourse on White racism. As White, female, teacher educators, we endeavored to openly address Whiteness and White racism with our White students to help them become more aware of the advantages and biases inherent in their positionality as White teachers. As we did this, we were critically aware of both the negative and positive possibl…
Pedagogies of critical race theory
We have taken to heart the call of critical race theorists and critical Whiteness scholars to open up a White discourse on White racism. As White, female, teacher educators, we endeavored to openly address Whiteness and White racism with our White students to help them become more aware of the advantages and biases inherent in their positionality as White teachers. As we did this, we were critically aware of both the negative and positive possibl…
Critical Autoethnography in Pursuit of Educational Equity
In this introduction to the special issue of IJME, we highlight critical autoethnography's potential for connecting the deeply personal experiences of race, gender, culture, language, sexuality, and other aspects of marginalization and privilege to the broader context of education in society. We discuss critical autoethnography as an interdisciplinary, blurred genre that transforms to fit the academic backgrounds, interests, and critical orientat…
Living and learning in Mexico
This paper provides a qualitative examination of university student experiences with culture, language, and race in a short‐term study abroad program in Cuernavaca, Mexico. All participants were White teacher education students from the United States earning their English as a Second Language (ESL) teaching endorsement and hoped to teach English language learners (ELLs). During the three week program, students took ESL Methods and Spanish for Tea…
Popular White Teachers of Latina/o Kids
This article presents a year-long qualitative study conducted in an “urban” high school, where 77% of the students were Latina/o and 100% of the teachers were White. A teacher in the school, the author studied four popular teachers for the (a) ways they could relate to students, (b) ways they could not relate, and (c) influences of teachers' Whiteness on relating. Findings show that teachers could relate to students through personal experiences b…
Theory and educational research
Not Blending In
This article reports the findings of a study on the experiences of a small but growing population of Latino students in a small-town secondary school. All teachers and administrators were surveyed regarding their impressions of Latino students. All students in the school (95% White, 5% Latino) were surveyed regarding their impressions of ethnicity, culture, and language in their own school experiences. In all, 26 adults, 25 of whom were White, an…
Reflections on the state of critical white studies
(2003). Reflections on the state of critical white studies. International Journal of Qualitative Studies in Education: Vol. 16, No. 1, pp. 3-5
Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling
In this autoethnographic tale, I tell the story of my own family's experience with race, class, and language privilege. In particular, I focus on my children's experience with elementary schooling in the United States and Hungary. Their intercultural education experience vividly illuminates the socially and culturally constructed nature of race, class, and language privilege and the many ways these privileges are manifest in schooling
Technology for Equity and Social Justice in Education
In this Introduction to the IJME Special Issue on Technology for Equity and Social Justice in Education, Sherry Marx and Yanghee Kim highlight key trends in technology education research that address issues of equity and multicultural education. Seven articles are introduced
Racism Without Racists
Reflections on the state of critical white studies
(2003). Reflections on the state of critical white studies. International Journal of Qualitative Studies in Education: Vol. 16, No. 1, pp. 3-5
Pedagogies of critical race theory
We have taken to heart the call of critical race theorists and critical Whiteness scholars to open up a White discourse on White racism. As White, female, teacher educators, we endeavored to openly address Whiteness and White racism with our White students to help them become more aware of the advantages and biases inherent in their positionality as White teachers. As we did this, we were critically aware of both the negative and positive possibl…
Racism Without Racists
Revealing the Invisible
This book examines and confronts the passive and often unconscious racism of white teacher education students, offering a critical tool in the effort to make education more equitable. Sherry Marx provides a consciousness-raising account of how white teachers must come to recognize their own positions of privilege and work actively to create anti-racist teaching techniques and learning environments for children of color and children learning Engli…
Popular White Teachers of Latina/o Kids
This article presents a year-long qualitative study conducted in an “urban” high school, where 77% of the students were Latina/o and 100% of the teachers were White. A teacher in the school, the author studied four popular teachers for the (a) ways they could relate to students, (b) ways they could not relate, and (c) influences of teachers' Whiteness on relating. Findings show that teachers could relate to students through personal experiences b…
Not Blending In
This article reports the findings of a study on the experiences of a small but growing population of Latino students in a small-town secondary school. All teachers and administrators were surveyed regarding their impressions of Latino students. All students in the school (95% White, 5% Latino) were surveyed regarding their impressions of ethnicity, culture, and language in their own school experiences. In all, 26 adults, 25 of whom were White, an…
Theory and educational research
Living and learning in Mexico
This paper provides a qualitative examination of university student experiences with culture, language, and race in a short‐term study abroad program in Cuernavaca, Mexico. All participants were White teacher education students from the United States earning their English as a Second Language (ESL) teaching endorsement and hoped to teach English language learners (ELLs). During the three week program, students took ESL Methods and Spanish for Tea…
Understanding the Epistemological Divide in ESL Education
In this critically reflective article, we share our perceptions of the epistemologies that shape our own understanding of successful ESL education and that of a school district that asked us to help redevelop its ESL program. Our differing epistemologies, ours critical and aimed toward social justice, theirs built on what we describe as neoliberal educational discourse and deficit constructions of ELLs and Latinas/os, inevitably led to the collap…
Schooling as taming wild tongues and bodies
Situating the body as a lens of analysis, this article examines how linguistic and ethnic minority children are exposed to discourses of control. In this reflective essay, we share our theorized memories of working with schools and examine how educators, including ourselves, become discursive subjects. Furthermore, we become invested in enacting discourses of control toward linguistic and ethnic minority children through the programs, educational…
Critical Autoethnography in Pursuit of Educational Equity
In this introduction to the special issue of IJME, we highlight critical autoethnography's potential for connecting the deeply personal experiences of race, gender, culture, language, sexuality, and other aspects of marginalization and privilege to the broader context of education in society. We discuss critical autoethnography as an interdisciplinary, blurred genre that transforms to fit the academic backgrounds, interests, and critical orientat…
Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling
In this autoethnographic tale, I tell the story of my own family's experience with race, class, and language privilege. In particular, I focus on my children's experience with elementary schooling in the United States and Hungary. Their intercultural education experience vividly illuminates the socially and culturally constructed nature of race, class, and language privilege and the many ways these privileges are manifest in schooling
Crafting a Discipline-Relevant Pedagogy
In this article, the author shares a confessional tale of her experience reshaping a qualitative research methodology class taught in a Big Tent environment to be more meaningful to the diverse students in the class, who represented numerous academic disciplines. She first describes the epistemological and methodological orientation of the original class, Take I, along with its strengths and limitations. She then reflects on an Intermission that …
Technology for Equity and Social Justice in Education
In this Introduction to the IJME Special Issue on Technology for Equity and Social Justice in Education, Sherry Marx and Yanghee Kim highlight key trends in technology education research that address issues of equity and multicultural education. Seven articles are introduced
Designing for robot-mediated interaction among culturally and linguistically diverse children
This qualitative study explored the design and implementation of a humanoid social robot that mediated collaborative interactions among culturally and linguistically diverse kindergarten children in a US school. The robotic mediation was designed to help children have positive interactions with one another. The study was grounded in theories of childhood development, intercultural communication, and culturally responsive pedagogy. Design research…
Perceptions of disabilities among Native Americans within the state of Utah
Currently, little research exists on disabilities among Native American communities and no research exists on how Native Americans perceive disabilities, services currently available, and unmet needs. Understanding these key areas is essential to providing efficacious and culturally relevant care. To address this gap in the literature, we used Indigenous research methodology through sharing circles throughout the state of Utah to listen and ampli…
What Multiple Theories Can Illuminate in Qualitative Research
Our aim in this paper is to help scholars better understand theory’s purpose in qualitative research, how it is employed in data analysis, and the strengths and limitations of the insights it can reveal. We do this by sharing our practice using multiple theories to make sense of a common data set in an advanced doctoral class focused on theory in qualitative research. For the class final project, students chose different theories to analyze one c…
A Warning about the Predatory, Fraudulent Version of Ijme
The purpose of this essay is to warn IJME readers about the possibility of publishing in predatory, fraudulent journals, using the predatory, fraudulent version of IJME as an example of dishonest publishing practices. This examination is meant to help IJME readers better understand the exploitative intentions of these nefarious entities and to recognize some common features in their communications and websites in order to avoid them. It is emphas…
Sociology (16 obras) · Pedagogy (14 obras) · Gender Studies (9 obras) · Psychology (9 obras) · Critical Race Theory in Education (7 obras) · Political science (7 obras) · Teacher Education and Leadership Studies (7 obras) · Gender Studies (6 obras) · Qualitative research (6 obras) · Global Education and Multiculturalism (5 obras)