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Noguerón-Liu, Silvia – Theory Into Practice, 2019
This article describes the ways positioning theory is used to examine the reading responses of immigrant parents to texts about the contributions of historical figures of nondominant backgrounds. I explain how theories of positioning and identity can inform citizenship and social studies education; in particular, programs serving Latinx and…
Descriptors: Immigrants, Hispanic American Students, Parent Attitudes, Civil Rights
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Razfar, Aria; Nasir, Ambareen – Theory Into Practice, 2019
For more than 3 decades, education researchers have called on teachers to use funds of knowledge (FoK) as a way of creating more culturally relevant, responsive, and sustaining pedagogies. This is particularly important in the domains of science, technology, engineering, and mathematics (STEM) education, specifically mathematics and science. FoK…
Descriptors: Cultural Background, Cultural Capital, Culturally Relevant Education, English Language Learners
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Morales, P. Zitlali; Hartman, Paul William – Theory Into Practice, 2019
We utilize positioning theory to analyze language use within two different language program models in elementary language arts classrooms. We explore how the positioning of minoritized languages as valuable facilitates the use of students' home languages in classrooms and allows us to examine the connections between language, identity, and power.…
Descriptors: Spanish, Black Dialects, Language Arts, Language Minorities
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Yoo, Monica S. – Theory Into Practice, 2019
This article examines how students from immigrant families position themselves during language brokering acts that blur the boundaries between home and school. It draws upon a community cultural wealth framework (Yosso, 2005), which attends to the cultivation and uptake of rich forms of capital from culturally and linguistically diverse…
Descriptors: Cultural Capital, Immigrants, Student Diversity, Language Attitudes
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Wargo, Jon M. – Theory Into Practice, 2019
Working to combat, speak back to, and shift discourses concerning issues of genders, sexuality/ies, and lesbian, gay, bisexual, transgender, queer, and 2-spirit (LGBTQ2) identities in school classrooms and curriculum, this article highlights the capacity in building more inclusive elementary classroom spaces through tinkering in teacher education.…
Descriptors: Social Justice, Homosexuality, Sexual Orientation, Sexual Identity
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Meyer, Elizabeth J.; Quantz, Mary; Taylor, Catherine; Peter, Tracey – Theory Into Practice, 2019
This article presents the findings from a national study on the experiences of educators with gay, lesbian, bisexual, transgender, and queer (LGBTQ) topics in elementary schools and recommendations for practice based in our experiences as classroom teachers and teacher educators. Using responses to open-ended questions that were part of a…
Descriptors: Elementary School Teachers, Homosexuality, Sexual Orientation, Sexual Identity
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Skrlac Lo, Rachel – Theory Into Practice, 2019
This article proposes a reflective process to increase awareness of heteronormativity in student-teacher and student-student interactions. I used 3 theoretical lenses -- queer, feminist, and intersectional -- to identify and analyze how gender, sex, and sexuality norms influenced interactions in an after-school reading club. This research site was…
Descriptors: Teacher Student Relationship, Peer Relationship, Interaction, Homosexuality
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Souto-Manning, Mariana; Lanza, Alison – Theory Into Practice, 2019
In this article, a teacher educator and a New York City elementary public school teacher share insights from a yearlong collaboration whereby they worked together to interrupt normative pedagogical practices regarding gender, sexuality, and interrelated identities within the context of a second-grade classroom. Bridging the typical disconnect…
Descriptors: Elementary School Teachers, Sexuality, Sexual Orientation, Sexual Identity
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Gunckel, Kristin L. – Theory Into Practice, 2019
The heterogendered cultural discourse that privileges heterosexuality and normalizes sexual and gender binaries damages the science knowledge and opportunities to engage in science learning that children experience in elementary school science. This article analyzes a typical science lesson on crayfish to show how the heterogendered obsession with…
Descriptors: Elementary School Science, Sex Fairness, Science Education, Inclusion
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Brochin, Carol – Theory Into Practice, 2019
This article provides insights into what is possible when a bilingual teacher education program provides support for teachers who want to discuss lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in their classrooms. This study is set in Southern Arizona, a bilingual, multicultural community in predominantly Mexican American…
Descriptors: Bilingual Education, Homosexuality, Teacher Education Programs, Cultural Pluralism
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Young, Craig A. – Theory Into Practice, 2019
This article presents the results of a thorough content analysis of 28 LGBTQ award-winning picturebooks. As a queer teacher educator working with pre-service elementary teachers, I wanted to find out how the queer picturebooks available for use in my students' classrooms were any good at helping them and their future students understand that…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Picture Books
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Staley, Sara; Leonardi, Bethy – Theory Into Practice, 2019
This article examines the complex, deeply personal processes that elementary educators engage as they learn to become inclusive practitioners of gender and sexual diversity (GSD). We complicate literature that highlights structural barriers and negative influences such as lack of administrative support and homophobic attitudes as key factors that…
Descriptors: Sexual Identity, Gender Issues, Barriers, Social Bias
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Hermann-Wilmarth, Jill M.; Ryan, Caitlin Law – Theory Into Practice, 2019
One of the most common responses from pre- and in-service teachers related to addressing lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in elementary school is a concern about parents' responses. This article explores these concerns by examining two elementary school teachers' interactions with parents in relation to their…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Elementary School Teachers
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Lizárraga, José Ramón; Gutiérrez, Kris D. – Theory Into Practice, 2018
This article argues that building powerful literacies involves the centering of dispositions and practices that thrive on the boundary--spaces that are not always sanctioned as educational. Leveraging youths' repertoires is particularly important for educators of nondominant learners who are committed to challenging characterizations of their…
Descriptors: Multiple Literacies, Hispanic American Students, Bilingual Students, Literacy Education
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Thibaut, Patricia; Curwood, Jen Scott – Theory Into Practice, 2018
Supported by ever-evolving digital tools and online spaces, we argue that multiliteracies can be used to close the gap between teacher-directed, individual, and assessment-driven learning, and authentic, shared, and purpose-driven learning. This is particularly evident through multimodal composition and collaboration in primary classrooms. Over…
Descriptors: Foreign Countries, Multiple Literacies, Elementary School Students, Blended Learning
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