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Winter and Spring 2022

    Publications

  • Associate Professor Lora Bartlett’s series What We Learned about Teachers During the Pandemic appeared this summer in Education Week, a national weekly newspaper focussed on K12 education news.  Her research project Suddenly Distant; Teachers’ Work During Covid-1  was also featured in the 2021-22 UC Santa Cruz Research Magazine Inquiry, the October 15th edition of the not-for-profit bilingual Voices of Monterey Bay, and in the online video program A Seat at the Table.

    Professor George Bunch, recent PhD grad Nora Lang, and PhD candidate Sal Huitzilopochtli, along with colleagues from the UCSC New Gen Learning group, published an article: Wang, S., Lang, N., Bunch, G. C., Basch, S., McHugh, S. R., Huitzilopochtli, S., and Callahan, M. (2021). Dismantling Persistent Deficit Narratives of Culturally and Linguistically Minoritized Children and Youth: Counter-Possibilities. Frontiers in Education, 6, 260.

    Professor Ronald Glass and Ethan Chang had a Research Article published in Educational Administration Quarterly until the hard copy is released. The article, titled “Toward a Just Leadership Learning Ecology: A CHAT-IT Analysis of the Highlander Idea" is available at https://doi.org/10.1177/0013161X211054835

    Nolan Higdon co-organized the annual, multi-lingual, Critical Media Literacy Conference of the Americas. He published an article with his colleagues from University of Massachusetts, Amherst: Higdon, N., Butler, A., & Swerzenski, J. D. (2021). Inspiration and motivation: The similarities and differences between critical and acritical media literacy. Democratic Communique, 30(1), 1-15.  The article addresses the theoretical and practical differences between acritical and critical media literacy as researched and practiced by United States'-based scholars. Higdon also co-authored two books. The Podcasters’ Dilemma: Podcasts as Spaces of Decolonization  with Nicholas Baham III (Wiley Press, November 2021) which is a vast study that investigates the ways in which decolonial podcasters engage in the processes of interrogation and critique, counter-narrative, and action. The other book, co-authored with Mickey Huff, Let’s Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy, (Routledge Press, February 2022) introduces readers to useful theories, powerful case studies, and easily adoptable strategies for becoming sharper critical thinkers, more effective communicators, and critically media literate citizens. Lastly, Higdon also published a book review of Renee Hobbs’ Mind Over Media, Propaganda Education for a Digital Age for the Education Review, 2021.

    Professor Cynthia Lewis published an article with colleagues from the New Gen Learning group: Casanova, S., Blanco, V. A., Takimoto, A., Vazquez, A., Covarrubias, R., and London, R., Azmitia, M. & Lewis C. (2021). Learning in the counterspace of not school. Educational Studies, 57(5), 1-17.  This article considers the way that intergenerational familial settings have functioned during the pandemic as counterspaces where deficit narratives are challenged and youth identities are affirmed. Professor Lewis also published a chapter with colleagues at Rutgers and CSU, Dominguez Hills in a volume edited by UCSC colleague Roberto de Roock and coeditors: Critical literacy in the United States of America: Provocations for an anti-racist Education. In J.Z. Pandya, R. A. Mora, J. Alford, N. A Golden & R. S. de Roock (Eds.). The critical literacies handbook (pp. 245-253). New York: Routledge.  This chapter traces the broad theoretical approaches associated with critical literacy in the U.S. 

    Professor Judit Moschkovich published a co-authored article in Educational Studies in Mathematics, “Tales from three countries: Reflections during Covid-19 for mathematics education in the future” (Krause, C. M., Di Martino, P. & Moschkovich, J. N., 2021) and an article in the Danish journal, Videm on Literacy, “Language and learning mathematics: A sociocultural approach to academic literacy in mathematics” (Vol. 39, 6-15).

    Assistant Professor Josephine Pham published an article that examined how a Latina teacher leader of Color facilitated organization-wide action in the educational interests of Black students: Pham, J.H. (2021). Teacher leadership for solidarity, love, and justice: The invisibilized and contested practices of teacher leaders of color. Journal of Teacher Education. Advanced online publication. https://doi.org/10.1177/00224871211051990.

    Professor Emeritus Judith Scott published a chapter with Alison Thompson (Assistant Professor, Lewis & Clark, and former UCSC PhD student): Scott, J. & Thompson, A. (2021). Disrupting Whiteness in Classroom Libraries: Using the Windows and Mirrors Metaphor in Teacher Education. In A. VandeHei-Carter, N. Villanueva & C. Clark (Eds.), Multicultural curriculum transformation in literacy and language arts (pp. 181-203). New York: Lexington Books.

    Assistant Professor Sam Severance was part of a multi-institution team that recently had an article published in the Journal of Science Teacher Education. The article, titled "Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts," was part of a special issue examining instructional materials designed for the Next Generation Science Standards. The article is open access and is available at https://doi.org/10.1080/1046560X.2020.1864099

    • Grants

  • Associate Professor Lora Bartlett is a research grantee on the ten-institution, three-year National Science Foundation project, Preparation for Persistence: Building a Community of Practice to Research and Support Noyce Scholars in High-Needs Schools.
     
    Professor George Bunch was awarded a $2,500 Faculty Research Grant (FRG) from the UCSC Academic Senate’s Committee on Research (COR) for his project: "US History for English Learners: An Exploratory Study.”
     
    Associate Professor Eduardo Mosqueda was awarded a $2.7 million grant to leverage bilingualism and literacy for secondary English learner STEM content.  The award, a 5-year grant from the National Professional Development (NPD) center funded by the U.S. Department of Education, will provide PD for middle and high school STEM teachers to affirm and leverage emergent bilingual learner’s (EBLs) native language and culture in their classrooms. Professor Mosqueda and his colleagues will invite in-service secondary-level teachers from the San Antonio, Texas and San Diego and Santa Clara, that work with EBLs to earn a bilingual authorization and integrate biliteracy strategies in their instruction to help increase access to STEM content for the fastest growing sector of the K-12 student population. 

    Assistant Professor Sam Severance (Co-PI) and Alexie Leauthaud (PI, Astronomy) received a $40,000 grant from the David & Lucile Packard Foundation. The grant, Seed Spoon Science, is part of a two-year pilot grant to explore the promise and challenges of having UCSC STEM undergraduates work with Latinx families to install and maintain home gardens and carry out STEM learning activities with elementary-aged children at the families' homes. 

    • Honors and Awards

  • Associate Professor Lora Bartlett was elected and began a two year term as Program Chair of the American Educational Research Association’s Live of Teachers Special Interest Group.

    Associate Professor Lora Bartlett is a 2021-22 Executive Vice Chancellor Fellow.

    Over the last year, Nolan Hidgon has helped organize the annual conference of the Critical Media Literacy Conference of the Americas, a group he helped found.

    Emily Howe, Program Manager for the History and Civics Project, is working in partnership with UC Irvine researchers, to facilitate a research-practice partnership focused on students’ media literacies, which was granted a Digital Literacy Accelerator Award by the Department of Education’s Office of Educational Technology in October. 

    Assistant Professor Rekia Jibrin was recognized as a 2020-2021 Concha Delgado Gaitán Presidential Fellow, awarded by the Council on Anthropology and Education (CAE) of the American Anthropological Association. This endowed fellowship supports early career anthropologists of education in ways that contribute to their success within the academy or broader communities of education policy and practice. 
     
    Professor Emeritus Judy Scott received the 2022 Notable Vocabulary Researcher from the AERA Vocabulary Special Interest Group. The award presentation will take place at the annual AERA meeting in San Diego in April.
     
    Assistant Professor Sam Severance received a one-year $10,000 fellowship from the Hellman Foundation to carry out research on the design and implementation of an elementary science unit supporting native pollinators. The unit will be developed by elementary teachers, community members, and researchers following a collaborative design approach. More info on the Hellman Fellows program is available at https://www.hellmanfellows.org/
     
    This past summer, Sam Severance became an affiliate of the Center for Agroecology & Sustainable Food Systems. 

    • Events

  • The History & Civics Project [HCP] has hosted several important events for educators this past summer and fall, some of which are part of particular research studies. Events included a summer workshop series sponsored by the Library of Congress Teaching with Primary Source program titled Thinking Historically About Race and Whiteness: Possibilities for Antiracist Pedagogies. More than 90 educators attended and heard from esteemed scholars like George Lipsitz, Zeus Leonardo, Jack Chin, and our department’s very own Saugher Nojan and Ian Slattery!  

    • Keynote/Invited Presentations

  • Associate Professor Lora Bartlett presented her research by invitation at a June 2021 National Academic of Science Engineering & Medicine (NASEM) workshop Teaching and the Teacher Workforce Amid the Struggles of COVID-19 and for Racial Justice. The two day workshop examined the impact of COVID-19 on the K-12 teaching profession and revisited the 2020 NASEM reports on the teacher workforce and pandemic schooling concerns.

    Nolan Higdon was a keynote speaker at the Critical Media Literacy Conference of the Americas. He was on a panel discussing the continued relevance of critical media literacy. At that same conference, he also presented his co-authored paper “Fake News is Racist: Mapping Culturally Relevant Approaches to Critical News Literacy Pedagogy” with Allison Butler.

    Rekia Jibrin, in collaboration with Amanda Lashaw and Andrea Vazquez, organized and presented in a virtual podcast conference session at the American Anthropological Association (AAA) 2021 Annual Meeting. The session, "New Approaches to the Study of Anti-Blackness in Education", explored the different and contested ways that anti-Blackness is theorized in the field of education. This session was granted co-sponsored status by the Council On Anthropology and Education & the Society for The Anthropology of North America. 

    Judit Moschkovich will deliver an invited talk in November for the CSU California State University Math and Math Education Colloquium Series: Developing an Access- and Equity- Oriented Mindset in Mathematics Teaching and Learning, titled “Language and learning mathematics: A socio-cultural approach to academic literacy in mathematics.”

    • Graduate Student Milestones

  • Christina Hewko successfully completed her 2nd year project examining how a group of teachers developed into culturally sustaining educators as a result of their changing participation across a variety of communities of practice.

    Emerging Scholar, Association of Teacher Educators Conference: Adria Patthoff will be mentored by a senior scholar and present her Paper, Video-Stimulated Recall: Data Source, Research Method, and/or Teaching Tool, at the 2022 conference in Chicago.