Wright, T.S. (2020). A Teacher’s Guide to Vocabulary Development Across the Day (K-3): The Classroom Essential Series. Portsmouth , NH: Heinemann 

Read Now ›

Citation

Moore, A. E. (2021). “My job is to unsettle folks”: Perspectives on a praxis toward racial justice. Teaching and Teacher Education, 102, 103336.

Abstract

Using phenomenographic case study, this article explores antiracist teacher education praxis through the perspectives of student-nominated faculty. I theorize four concrete practices that serve to move teacher education pedagogy closer to active antiracism: 1) model vulnerability; 2) shift agency; 3) build community; and 4) pose questions. These practices are further explicated and understood as existing at the root of humanization and criticality. I ultimately argue that teacher education must be a project in humanization in order to be truly antiracist, and that teacher preparation programs must be grounded in critical race theories. Implications for future research are also discussed.

I also have a co-authored piece with Alyssa and Mary Neville that came out last year:

Citation

Dunn, A. H., Moore, A. E., & Neville, M. L. (2020). “There Isn’t an Easy Way for Me to Talk About This:” A Historical and Contemporary Examination of Emotional Rules for Teachers. Teachers College Record, 122(9), 1-36.

Abstract/Background 

While it is well-accepted that teachers in urban schools experience burnout at a higher rate than their counterparts in non-urban settings, less is known about the experiences of vulnerability associated with the emotional rules of teaching in urban contexts. Building from prior work on the emotional rules of teaching and learning, vulnerability, and urban schools, this study begins by offering an historical understanding of teaching as women’s work and the social construction of emotion. Threaded into this historical understanding, the authors explore four portraits of teachers in urban schools and their experiences with emotional rules and vulnerability in their teaching and learning contexts. This study brings together two bodies of work – the historical focus on teaching as women’s work and the emotional rules of vulnerability in teaching.

Kwon, J. (2021). Research with young multilingual children through child-centered interview activities. Multicultural Perspectives, 23(2), 101-107.

Kwon, J., & Martínez-Álvarez, P. (2021). A young linguistic and cultural mediator: Multidimensional learning among multilingual children and a researcher. International Multilingual Research Journal. 

Kwon, J. (2021). Mobilizing historical knowledge through transcultural play: A multi-sited         ethnographic case study of an immigrant child. Early Child Development and Care, 191(4), 624-639.

Kwon, J., & Sun, W. (2021). Transnational Lives of Asian Immigrant Children in Multicultural   Picture Books. Young Children, 76(3), 24-31.  

Kwon, J. (2021). Intercultural learning in the home environment: Children’s experiences as part of a homestay host family. Globalisation, Societies and Education, 19(3), 274-286. 

Kwon, J. (2020). The circulation of care in multilingual and transnational children. Literacy      Research: Theory, Method, and Practice, 69(1), 99-119. 

Kwon, J. (2020). Negotiating family language policy and ideologies of multilingualism: Perspectives of a Korean mother and a Korean American child in a multiracial family. Language Arts, 97(6), 351-362.

Sun, W & Kwon, J. (2020). Representation of monoculturalism in Chinese and Korean heritage language textbooks for immigrant children. Language, Culture and Curriculum, 33(4),    402-416.

Kwon, J. (2019). Parent-child translanguaging among transnational immigrant families in museums. International Journal of Bilingual Education and Bilingualism.  

Kwon, J., Ghiso, M.P., & Martínez-Álvarez, P. (2019). Showcasing transnational and bilingual    expertise: A case study of a Cantonese-English emergent bilingual within an afterschool       program centering Latinx experiences. Bilingual Research Journal, 42(2), 164-177.  

Kwon, J. (2019). Third Culture Kids: Growing up with mobility and cross-cultural transitions.    Diaspora, Indigenous, and Minority Education, 13(2), 113-122.  

Kwon, J. (2019). Partners in teaching: Fostering relationships with the families of bilingual learners. Literacy Today, 36(5), 10-11.

Dubbs, C. & Herbel-Eisenmann, B. (2021). “Shh!”: Shifting discourse patterns and techniques of surveillance in middle-school mathematics classrooms. ZDM. Issue on Designing and enacting teaching that supports language in mathematics classrooms. 53, 449-460. https://doi.org/10.1007/s11858-021-01243-4

Hand, V., Herbel-Eisenmann, B., Byun, S., Koestler, C., & Bartell, T. (2021). Tensions and failures in an analysis of whiteness among a racially and socially diverse group of mathematics teacher educators. In A. Andersson & R. Barwell (Eds.) Applying critical perspectives in mathematics education (pp. 123-143). Sense.

Scroggins, A.D., Jackson, B., & Herbel-Eisenmann, B. (2020). Our secret stick-it-to-the-man group: Negotiating whose “support group” within a partnership. Teaching and Teacher Education. htttps://doi.org/10.1016/j.tate.2020.103170

Herbel-Eisenmann, B. & Shah, N. (2019). Detecting and mitigating bias in our questioning patterns. Mathematics Teaching in the Middle School, 24(5), 282-289.

How about my book that came out last year?

https://www.hepg.org/hep-home/books/preparing-science-teachers-through-practice-based

I was the lead editor, and Amelia Gotwals and Brian Hancock and I co-wrote a chapter in the book as well.

Examples and end of chapter questions for reflection invite analysis and questioning of the narratives they and their students tell during tense conversations involving cultural difference. The chapters stimulate consideration of how such narratives evoke moral stances that impact teaching and learning. Such considerations raise complicated ethical dilemmas that can evoke rich discussions among teachers and teacher educators about how to engage in equitable and inclusive classroom dialogues.

Articles

Parks, A. N. (2020). Centering children in mathematics education classroom research. American Educational Research Journal, 57(4), 1443-1484.

Brownell, C. J., & Parks, A. N. (2021). When the Clips Are Down: How Young Children Negotiate a Classroom Management System. Anthropology & Education Quarterly.

Books

Wright, T. S. (2020). A Teacher’s Guide to Vocabulary Development Across the Day (K-3): The Classroom Essentials Series. Portsmouth, NH: Heinemann.