Transcending boundaries and borders through the implementation of culturally sustaining pedagogy: A Japanese literacy professor at a Hispanic-Serving Institution.
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| Title: | Transcending boundaries and borders through the implementation of culturally sustaining pedagogy: A Japanese literacy professor at a Hispanic-Serving Institution. |
|---|---|
| Authors: | Kambara, Hitomi |
| Source: | CEDER Yearbook. 2019, p177-193. 17p. |
| Subject Terms: | *Literacy, *Teaching, *Teacher educators, *Hispanic American students, *Literacy education, *College teaching |
| Abstract: | This study reports how a Japanese literacy professor teaching in a college with 96% Hispanic students at a Hispanic-Serving Institution (HSI) integrated culturally sustaining pedagogy into her undergraduate courses. The author is originally from Japan and came to the United States at age 18. She completed her higher education at a predominately white institution before coming to an HSI on the southern border as a Tenure-Track Assistant Professor of Literacy Education one and a half years ago. During the fi rst year in her tenure track position, she read the book Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (Paris & Alim, 2017). She adopted those pedagogies in order to enhance her teaching practices, which resulted in her making connections with her students and hence maximizing student learning. The author addresses the ways in which she integrated culturally sustaining teaching strategies into her undergraduate literacy education courses. In addition, she discusses how she transcended cultural boundaries to develop positive relationships with her students during the process. [ABSTRACT FROM AUTHOR] |
| Copyright of CEDER Yearbook is the property of Texas A&M University-Corpus Christi, Center for Educational Development, Evaluation & Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 141246242 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Transcending boundaries and borders through the implementation of culturally sustaining pedagogy: A Japanese literacy professor at a Hispanic-Serving Institution. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kambara%2C+Hitomi%22">Kambara, Hitomi</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CEDER+Yearbook%22">CEDER Yearbook</searchLink>. 2019, p177-193. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Hispanic+American+students%22">Hispanic American students</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teaching%22">College teaching</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study reports how a Japanese literacy professor teaching in a college with 96% Hispanic students at a Hispanic-Serving Institution (HSI) integrated culturally sustaining pedagogy into her undergraduate courses. The author is originally from Japan and came to the United States at age 18. She completed her higher education at a predominately white institution before coming to an HSI on the southern border as a Tenure-Track Assistant Professor of Literacy Education one and a half years ago. During the fi rst year in her tenure track position, she read the book Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (Paris & Alim, 2017). She adopted those pedagogies in order to enhance her teaching practices, which resulted in her making connections with her students and hence maximizing student learning. The author addresses the ways in which she integrated culturally sustaining teaching strategies into her undergraduate literacy education courses. In addition, she discusses how she transcended cultural boundaries to develop positive relationships with her students during the process. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CEDER Yearbook is the property of Texas A&M University-Corpus Christi, Center for Educational Development, Evaluation & Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=141246242 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 177 Subjects: – SubjectFull: Literacy Type: general – SubjectFull: Teaching Type: general – SubjectFull: Teacher educators Type: general – SubjectFull: Hispanic American students Type: general – SubjectFull: Literacy education Type: general – SubjectFull: College teaching Type: general Titles: – TitleFull: Transcending boundaries and borders through the implementation of culturally sustaining pedagogy: A Japanese literacy professor at a Hispanic-Serving Institution. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kambara, Hitomi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2019 Type: published Y: 2019 Titles: – TitleFull: CEDER Yearbook Type: main |
| ResultId | 1 |
