My first publication focused on "Canonical Texts and Cultural Critique with English Learners” was written in conjunction with my advisor to create curriculum tailored to the assets of my students.
My dissertation project has yielded several conference presentations starting in 2019 at the Universidad de Grenada for New Directions in the Humanities and The National Council of Teachers of English Assembly for Research in 2019 and 2020.
The English Journal published the pilot study of this project titled “Honoring immigrant student’s assets and recognizing epistemic privilege” in July of 2021.
The following articles were all related to my dissertation project:
The first theme from my work, creating brave spaces, is available in the Journal of Adolescent and Adult Literacy titled “Immigration stories to reveal funds of knowledge and brave spaces in the literacy curriculum.”
“Exploring global religious traditions through artifactual literacy,” focuses on finding spaces to integrate family and culture in literacy curriculum. It is available via English Teaching Practice and Critique.
“Hero or Monster? Diverse Student Considerations of The Odyssey” is in press with The English Journal and considers student connections and questions about cannon texts by analyzing archetypes, reading multicultural texts, and creating counterstories.
The final article from my dissertation research, “Learning to be Culturally Responsive: Listening to Student Stories in the Emergent Bilingual Classroom” and has been submitted for publication. It considers ways we can integrate the lessons we learn when incorporating literacy projects focused on student assets into required English Language Arts curriculum.