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Chapter 5: Establishing Teacher Allies Through Critical Multicultural Coursework


by Lan Kolano, Leslie Gutierrez & Anna Sanczyk - 2021


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Cite This Article as: Teachers College Record Volume 123 Number 13, 2021, p. -
https://www.tcrecord.org ID Number: 23746, Date Accessed: 10/22/2021 12:08:22 AM
 
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About the Author
  • Lan Kolano
    University of North Carolina at Charlotte
    E-mail Author
    LAN KOLANO, Ph.D., is professor of education and chair of the Department of Middle, Secondary, and K12 Education at the University of North Carolina at Charlotte. Her research focuses on the academic, language, and identity development of immigrant learners, and on the fostering of critical multicultural efficacy in teacher preparation programs. Her most recent publications include “Rising Up in Solidarity: Southeast Asian Immigrant Youth Activism in North Carolina,” which was published in the Handbook of Social Justice Interventions in Education (2020). “Transforming Preservice Teacher Perceptions of Immigrant Communities Through Digital Storytelling” was recently published in the Journal of Experiential Education (2021).
  • Leslie Gutierrez
    Johnson C. Smith University
    E-mail Author
    LESLIE GUTIERREZ is an interdisciplinarian who holds a Ph.D. in English with concentrations in Africana Studies, TESOL, and Spanish. She is a proud alumna of Spelman College and has taught at both the secondary and postsecondary levels. She is currently an assistant professor of Spanish and the co-director of the Center for Languages, Rhetoric, and Cultures at Johnson C. Smith University. Her research interests are undocumented migration in the United States; second-language acquisition and teaching (Spanish and English); and Afro-Latino cultures and lived experiences. She has expertise in digital storytelling and activism, and in protest music and movements within African and Latino diasporas.
  • Anna Sanczyk
    University of North Carolina at Charlotte
    E-mail Author
    ANNA SANCZYK received a bachelor’s degree in English philology in Poland and a master’s degree in English linguistics in Norway. She has taught ESL in schools and universities in Poland, Norway, and the United States. She received a Ph.D. in curriculum and instruction from the University of North Carolina at Charlotte in 2020. Her research interests include language teacher identity and agency, critical pedagogy, and culturally responsive pedagogy. She has recently co-authored “Transforming Preservice Teacher Perceptions of Immigrant Communities Through Digital Storytelling” in the Journal of Experiential Education (2021).
 
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