Center for the Mathematics Education of Latinos/as
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CEMELA Seminars -- Fall 2008

All-Site Video Conferences

3/2/2009Dr. Barbara Rogoff - UCSCTBA

Abstract for Dr. Marcy Wood's October 6, 2008 Presentation:

Complex Instruction (CI) is a pedagogy and teaching/learning lens that focuses on reducing issues of status in order to promote equitable participation in rigorous mathematical content. This presentation will provide an introduction to CI and describe some of the research on the use of CI with diverse student populations.

Readings for Dr. Marcy Wood's October 6, 2008 Presentation:

  • Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School
  • Biography for Dr. Ruth Trinidad Galván:

    Ruth Trinidad Galván is assistant professor of Educational Thought and Sociocultural Studies in the Language, Literacy and Sociocultural Studies Department at the University of New Mexico. Dr. Trinidad Galván received her PhD from the University of Utah on her research with rural Mexican women. Raised in East Los Angeles, she was an adult ESL instructor and Bilingual Educator in inner city schools in California. She is a Fulbright Scholar, recipient of an AERA/Spencer Fellowship, associate editor of the Journal of Latinos and Education and is currently co-editing the Handbook of Latinos and Education. Her research foci include Global and transnational issues as they pertain to migration and Mexican campesinas in particular; popular education; transfrontera feminist epistemologies and pedagogies; and qualitative research in education. She has published in the International Journal of Qualitative Studies in Education and Globalizations, among others.

    Abstract for Dr. Ruth Trinidad Galván's November 3, 2008 Presentation:

    This presentation utilizes ethnographic research that spans over 5-years to discuss the various stages and components of a qualitative research study design. It examines the knowledge creation and social action of rural Mexican women (campesinas) affected by the transnational migration of loved ones from their involvement with a grassroots organization. In so doing the presenter, discusses Appadurai's idea of "globalizing from below," and presents it as a theoretical framework from which to contradict existing debates surrounding the effects of globalization on historically disenfranchised peoples, such as rural communities.

    Readings for Dr. Ruth Trinidad Galván's November 3, 2008 Presentation:

  • How to Publish
  • Scholars Before Researchers
  • Transnational Communities En La Lucha
  • Suggested Reading for Dr. Ruth Trinidad Galván's November 3, 2008 Presentation:

    Schram, T. (2006). "Chapter 2 - Engaging problem and purpose". In Conceptualizing and proposing qualitative research. Pearson/Merrill Prentice Hall, 2nd edition.

    Readings for Dr. Alfredo Artiles' December 1, 2008 Presentation:

  • Beyond Reflection: Teacher Learning as Praxis
  • Beyond Research On Cultural Minorities: Challenges and Implications of Research as Situated Cultural Practice
  • Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts
  • Other Publications
  • Abstract for Dr. Alfredo Artiles' December 1, 2008 Presentation

    I will outline the racialization of disability and its equity implications. I theorize this problem through an interdisciplinary cultural historical lens and critique the theoretical and equity assumptions of this literature. I will propose a multilevel model to examine the complexity of this problem as follows:

    1. The geography of opportunity. A cultural historical view situates the analysis of educational inequalities in the experiences of racial minority groups in the larger society. I will outline research from various disciplines that illustrate the distribution of educational opportunities, structural threats, and cultural resources across time and space. This work helps us understand the geography of opportunity and inequality in the construction of racialized views of ability.

    2. Managing ecologies of difference. The tortuous interdependence of race and ability differences has permeated the history of education, which in turn mediates access and participation for groups of students in ways that defy a purely technical view of educational processes. I will outline research on the racialization of disability that suggests how special education is used in subtly disparate ways across social worlds to manage diversity and cooperation among school professionals, ultimately having important equity consequences.

    3. The archaeology of inequity across scales. Educational inequity is constructed at the intersection of macro (policy) and micro (local practices) scales through translation and contextualization processes. I describe how special and general education policies collide and travel across contexts with important equity consequences that emerge in “key situations” of school life. Inequity crystallizes when professionals struggle in such gate-keeping encounters to balance local constraints and resources with the stratification demands embedded in policies.

    I expect this proposal will provoke a dialogue about the implications of cultural historical analyses for equity minded educational programs and policies.

    Biography for Dr. Alfredo Artiles

    Alfredo J. Artiles is Professor of Special Education in the Mary Lou Fulton College of Education and Transborder Chicana/o Latina/o Studies at Arizona State University (ASU). He is a faculty member in ASU’s Southwest Borderlands Initiative. He received his Ph.D. in education from the University of Virginia. Artiles’ research examines the ways ideologies of difference (indexed by race, ethnicity, gender, social class, and language background) mediate schools’ responses to student needs. He examines disability identification practices as a window into schools’ cultural constructions of difference and their implications for educational equity. Another research strand examines professional learning in urban schools as precursors of educational inequities for racial minority students. He has conducted research in the U.S. and Latin America.

    Artiles has published three co-authored edited books and over 70 journal articles and book chapters. His work has been published in journals such as Harvard Educational Review, Teachers College Record, Educational Researcher, Review of Research in Education, Exceptional Children, the Journal of Special Education, and the Handbook of Research on Multicultural Education. His work has been published or reprinted in English, Spanish, French, and Hungarian.

    Artiles is Editor (with Terry Wiley) of the International Multilingual Research Journal (Taylor & Francis), and edits (with Elizabeth Kozleski) the book series Disability, Culture, & Equity (Teachers College Press). He was a Spencer Foundation/National Academy of Education Postdoctoral Fellow and is currently a Resident Fellow at S tanford University’s Center for Advanced Study in the Behavioral Sciences. He is principal investigator for federally funded projects such as the National Center for Culturally Responsive Educational Systems, the Equity Alliance serving Region IX (California, Arizona, and Nevada), and two federally funded doctoral training grants. A recently funded project will focus on a comparative analysis of 10 nations’ models of inclusive education and the equity dilemmas that emerge during the implementation of such models.

    Artiles has been an advisor/consultant to organizations or projects such as Harvard’s and UCLA’s Civil Rights Projects, the National Academy of Education, the Annenberg Institute for School Reform (Brown University), the Council for Exceptional Children, the American Association on Mental Retardation, the Southern Poverty Law Center, the Inter-American Development Bank, and the Joseph P. Kennedy Jr. Foundation. Artiles is Vice President Elect of the American Educational Research Association’s Division on the Social Contexts of Education.

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