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Infusing race and other identity markers in secondary-classroom study of Shakespeare: A framework for design of K-12/teacher education instruction
Steven Z. Athanases, Julia G. Houk, Sergio L. Sanchez, and O. L. Cahalan
Conventional K–12 approaches to Shakespeare and other pre-/early modern texts frequently render race invisible and gender, religious affiliation, and immigration status—and intersections among such minoritized identity markers—invisible or uncomplicated. We offer a framework of design and inquiry that aims to challenge, trouble, and interrogate such approaches. Our framework draws upon research and practice we conducted for several years through the Center for Shakespeare in Diverse Classrooms at the University of California, Davis (hereafter, “the Center”). We conducted this work in collaboration with leaders and practitioners of Globe Education, Shakespeare’s Globe, London. This partnership created immersive, inquiry-based, and sustained experiences for teachers using drama-based practices as a means to engage with texts and unveil possibilities for critical exploration (Athanases & Sanchez, 2020a). This chapter draws upon projects and insights from this work, informed by additional collaborators in California and London, including early career teachers, teacher mentors,[38] teacher educators, and Shakespeare scholars. We also place that work in conversation with RaceB4Race (RB4R) scholarship to provide tools and practical ideas for teachers aiming to infuse Shakespeare and other pre-/early modern works into their curricula and inquire into what unfolds in culturally, racially, and linguistically diverse classrooms...
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The Joy of Embodied Learning
Leslie Bayers
The science of embodied cognition has established that thinking involves dynamic exchanges between the body and the brain and webs of interaction between humans and their environments. While learning draws on these connected ecosystems, persistent notions of the brain as separate from and hierarchically managing the body—an enduring legacy of Cartesian dualism—perpetuate static teaching and learning mindsets. Disregard for the body’s role in learning fuels disengagement, isolation, and inequity. This chapter weaves key findings from embodied learning research together with scenes from the author’s own academic journey to illustrate how leveraging brain–body connections can foster educational well-being. The author shares accessible approaches to and reflection around re-centering the body in teaching and learning, in any discipline or modality, to spark community, curiosity, and joy.
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Supporting young adolescent literacy through drama/theatre arts: Experiences from two teacher-researcher collaborations co-designing for arts integration
Sergio L. Sanchez, A. M. Faust, and Jessica J. Jasper
This chapter describes two teacher-researcher collaborations in which the authors co-designed instructional units integrating drama/theater arts into middle level curricula in California public schools. Co-designs proved to be responsive, challenging, equitable, and engaging for students in “traditional” middle level classrooms. Ayesha (5th grade/ages 10–11) integrated drama/theater arts in ELA and history-social science for equitable access to challenging texts. Pairing drama/theater arts practices with short literary and expository texts resulted in reluctant readers’ engagement with texts. Jessica (7th grade/ages 12–13) used drama/theater arts to support students’ literacy skills, particularly text accessibility for multilingual learners. Skills included understanding complex literary and informational texts, analyzing text through embodiment, developing a vocabulary for close reading, and identifying emerging themes. Both teachers followed similar instruction patterns: (1) drama/theater arts practices to scaffold reading (“unpack” texts), (2) whole-class debriefing of activities, and (3) short writings for assessment. Cross-classroom findings indicate increased engagement with and comprehension of subject-specific content, additional opportunities for self-expression and creativity, critical thinking skills development, and potential for added empathy toward others. Arts integration co-designs such as ours might be critical for diverse young adolescents to access the benefits of arts-related instruction (autonomy, subject-matter competence, classroom belonging, and identity).
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Exploring race and gender through selected excerpts from Shakespeare: Spiraling upward from the elementary grades
Sergio L. Sanchez and J. M. Kiikvee
In the US, the works of Shakespeare are often limited to high-school English language arts (ELA), with some students not encountering Shakespeare until college-level English courses. His works are often considered “the mother lode of complex texts” (Thompson & Turchi, 2016, p. 6), which may discourage teachers—particularly those working with younger students—from including them in their curricula. Introducing Shakespeare in elementary classrooms, however, constitutes an opportunity for younger audiences to be acquainted with early modern English literature, making Shakespeare’s work potentially more accessible and familiar when it is revisited in later grades (high school and beyond)...
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Las bocas que daban pánico: Antología en español de la pandemia Covid-19 en Estados Unidos
Martin Camps
El mundo se detuvo, la cuarentena se tornó en un momento de introspección y reflexión existencial: ¿por qué hacemos lo que hacemos? ¿Qué es lo más valioso de esta existencia? A fuerza pusimos nuestras vidas en la balanza. Recuerdo que las noches eran largas en esos primeros días, los sueños eran vívidos. ¿Cómo es posible que suceda esto en nuestros tiempos de supuesto progreso científico? Y lentamente nos adaptamos, a lavarnos juiciosamente las manos, con “veinte aguas” como decían en casa. A ponernos cubrebocas, parte de nuestra nueva nomenclatura (barbijos, tapabocas, mascarillas). Los que podían aprendieron de sopetón a utilizar el Zoom, esa plataforma de interacción cuyo sonido al activarla aún me provoca resquemor. Pero los que más sufrieron fueron los trabajadores que no podían hacer su labor a distancia y se pusieron en riesgo para llevar comida a sus casas. Recuerdo que en la tienda “Mi Tierra” en Berkeley, California, después de hacer fila para entrar y seguir las reglas de distanciamiento, escuché a un señor decir en su teléfono: “¿cómo quieres que trabaje a la distancia si soy plomero?”. En efecto, la pandemia se cebó sobre todo en las comunidades latinas. Esta antología es también un ejercicio por recopilar el español que se habla del otro lado de la frontera. El español que trajimos cuando cruzamos por la línea, porque no importa qué tan pobre se haya llegado a este país, los bolsillos los traíamos llenos de español. En los meses inciertos de la pandemia algunos recurrimos al solaz de la lectura. Recuerdo leerles poemas de una antología a mis hijos en la noche como una manera de pasar el tiempo, pero también para estar presentes, de estar allí y reducir el estrés provocado por lo incierto. La pandemia también pegó en un momento de hiperinformación, cuando el teléfono se soldó a los ojos como sanguijuelas y nos dio la ilusión de contacto, de relación, de interacción, pero nada más doloroso que estar separado físicamente de los otros...
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Interprofessional Perspectives on Chronic Care Management and Community Practice
Todd Davenport and Natalie A. Perkins
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‘Wherefore art thou, JayZ?’ Leveraging the advanced literacies of minoritized youth in ELA classrooms
K. A. Enright, J. W. Wong, and Sergio L. Sanchez
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Where Social Identities Converge: Latin American and Latinx Youth on Screen
Traci Roberts-Camps
Where Social Identities Converge examines adolescent girlhood as a metaphorical site in Latin American and Latinx film. Author Traci Roberts‑Camps analyzes the work of a series of female directors from Argentina, Ecuador, Mexico, Peru, Venezuela, and the United States to understand how female adolescence and young adulthood are represented in film. She argues that using an intersectional lens reveals how these directors present the image of adolescent girlhood as a site of early trauma that presages women’s lived experiences with institutional, interconnected forms of oppression. The book thus considers intersectionality through young female protagonists who represent identity struggles in Latin America and US Latinx communities. In doing so, it examines a range of genres, such as fictional film, documentary, and television miniseries. Each chapter includes a close reading of specific scenes that offer insight into the young female protagonists’ multiple identity markers and a continuous comparison between chapters.
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From the Center to the Margins: Itineraries of Modernity in the Mexican Novel
Martin Camps
The Oxford Handbook of the Latin American Novel draws literary, historical, and social connections so that readers will come away understanding this literature as a rich and compelling canon. In forty-five chapters by leading and innovative scholars, the Handbook provides a comprehensive introduction, helping readers to see the region's intrinsic heterogeneity--for only with a broader view can one fully appreciate García Márquez or Bolaño. This volume charts the literary tradition of the Latin American novel from its beginnings during colonial times, its development during the nineteenth and the first half of the twentieth century, and its flourishing from the 1960s onward. Furthermore, the Handbook explores the regions, representations of identity, narrative trends, and authors that make this literature so diverse and fascinating, reflecting on the Latin American novel's position in world literature.
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The Rhetoric of Judging Well: The Conflicted Legacy of Justice Anthony Kennedy
Francis J. Mootz III
This book examines Justice Kennedy’s legacy through the lenses of rhetoric, linguistics, and constitutional law.
In addition to the editors, the contributors to this volume are Ashutosh Bhagwat, Elizabeth C. Britt, Martin Camper, Michael Gagarin, James A. Gardner, Eugene Garver, Leslie Gielow Jacobs, Sean Patrick O’Rourke, Susan E. Provenzano, Clarke Rountree, Leticia M. Saucedo, Darien Shanske, Kathryn Stanchi, and Rebecca E. Zietlow.
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The Victims' Rights Movement : What It Gets Right, What It Gets Wrong
Michael Vitello
Table of Contents:
Introduction The view from 30,000 feet
A brief history of the victims' rights movement
What the victims' rights movement got right
Victimhood, demagoguery, and mental health
The Warren Court's criminal procedure revolution and its inspiration for the victims' rights movement
Eliminating and extending Statutes of Limitations
Victim impact statements and an assessment of the value of a human life
California's three strikes and you're out legislation, a case study in the VRM's excesses
What should we do if we really want to help victims? -
Does therapy matter for adolescents in the foster care system?
Linda Webster, David Joubert, and A. Peterson
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Sellos en la memoria: Crónicas de viajes
Martin Camps
“Se viaja sobre el viaje de los otros”, nos dice Martín Camps quien con estas dieciocho crónicas de viaje en Rusia, Islandia, Japón, India, Chile, Canadá, Nueva York, Tijuana, Hawaii, Río de Janeiro, Italia, Marruecos, Helsinki, Perú, Croacia y Atlanta, nos deja otear por estos países y ciudades donde siempre está la literatura como centro. Los viajes levantan una tolvanera en la memoria que no se asienta hasta que se pone en palabras. Como dice el autor: “La ciudad del recuerdo es como el sello en un pasaporte, un laberinto cerrado en la tinta como una Medina enmarañada, una impronta que se guarda en nosotros para acompañarnos por otros viajes en los días caliginosos de la rutina, cuando fluyen días que no registramos, que se pierden en la marejada de los días. La ciudad viaja conmigo como un sello circular de tinta en la memoria”. Estas crónicas impiden que lo cotidiano se estanque como el ancla de los barcos, hay que salir a la calle, hay que ver el mundo.
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Foreward
Curt Casetta and Michael J. Wurtz
A Foreword by renowned Muir expert/archivist Mike Wurtz highlighting Muir's love of nature (especially his beloved sequoias) and an Afterword detailing the mistreatment of the Native Peoples who lived in Yosemite before his arrival, help to inspire discussions about how people treat nature, and how we treat our fellow humans. Also included are a timeline and photo section of Muir's life, as well as an extensive bibliography.
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Transition planning for bi/multilingual students with disabilities
Belkis Choiseul-Praslin and Malorie E. Deardorff
Students with disabilities (SWD) experience poor post-school outcomes. These outcomes worsen when factors of race and ethnicity are added. In response to the negative post-school outcomes, the Individuals with Disabilities Education Act (2004) mandates transition planning for all SWD by age 16. Transition planning is critical for bi/multilingual SWD who have among the worst post-school outcomes of any SWD subgroup. This chapter will (1) review transition plan requirements and considerations, (2) review the known transition status of bi/multilingual SWD, (3) present issues with traditional transition planning, (4) offer case scenarios for how to effectively transition plan for bi/multilingual SWD with mild to moderate and extensive support needs, (5) present recommendations for improving transition planning and outcomes of bi/multilingual SWD through improved educator practices, transition assessments, and increased student and family engagement, and (6) share transition planning and transition-teaching resources that support a smooth transition from school to community.
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LEADERS FOSTERING DIALOGUE THROUGH DEVELOPMENTAL RELATIONSHIPS: AN OD PERSPECTIVE
Rod P. Githens and Nileen Verbeten
In complex and chaotic contexts, technical approaches to organizational change fail to produce desired results. This chapter explores how leaders can foster developmental relationships at the individual and group levels by using dialogue-centric methods to help individuals and groups identify emergent solutions. We integrate the literature on dialogic organization development (OD) and psychological safety to develop a perspective for developmental relationships in emergent contexts where groups cannot find clear solutions. The chapter culminates with an overview of three families of methodologies for fostering developmental relationships through dialogue at the group level: Technology of Participation (ToP), Liberating Structures, and Design Thinking. We provide real-life case examples of each from our own practice. Although not widely written about in the OD literature, each of these families of methods offers multi-faceted approaches for organizational change in contexts calling for dialogue and exploration rather than identifying technical solutions. Most importantly, these widely-used methods demystify the process of fostering developmental relationships among teams through dialogue in emergent contexts.
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Service, Leadership and Sisterhood: An Overview of Black Sororities in Social Science Research
Marcia D. Hernandez
Sisterhood is oft elusive, if not a misunderstood concept. Despite all the factors that could impede the development, elevation, and maintenance of sistering relationships, Black women continue to acknowledge the value of sisterhoods. Sistering offers a lifeline of support and validation. Holding membership in an empowering woman-centered relationship is a special kind of privilege. The authors in this volume contest any assumption that sisterhood is limited to blood relationships and physical proximity. In this volume, we consider sisterhood simultaneously as paradigm and praxis. We approach Sisterhood as Paradigm and attempt to parse out the nature of Sisterhood as it is understood in Black communities in the United States. We hope to convey an organized set of ideas about “sisterhood” to create sisterhood as a model of interaction or way of being with one another, specifically among Black women. As we consider how sisterhood could be enacted as practice. Using Sisterhood as a framework, we explore Sisterhood as Peer Support, examining how Black women provide support to peers in academic and professional settings. we embark on a provision of applied exemplars of sistering in emerging digital media in Digital Sisterhood.
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Essentials of Structural Dynamics
Luke S. Lee and Hector Estrada
A concise introduction to the principles and practices of structural dynamics. This hands-on textbook lays out essential structural dynamics concepts and computational methods. The textbook reinforces key concepts and connects theoretical formulations to civil engineering practice. Detailed, step-by-step examples cover all essential aspects of structural dynamics. Written by a pair of experts, Essentials of Structural Dynamics is ideal for both students and practicing engineers who need to brush up on current techniques and computing tools. The book includes access to a various digital ancillaries, including image galleries, PowerPoint lecture notes, and MATLAB scripts.
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Competent Cell Preparation and Transformation of Pichia pastoris
Joan Lin-Cereghino, Christopher A. Naranjo, and Geoff Lin-Cereghino
During the past three decades, the methylotrophic yeast Pichia pastoris (recently reclassified as Komagataella phaffii) has gained widespread acceptance as a system of choice for heterologous protein expression. One of the reasons that this yeast is used so frequently is the simplicity of techniques required for its molecular genetic manipulation. There are several different protocols available for introducing DNA into P. pastoris using electroporation or heat shock. We describe here a shortened protocol for cell preparation and transformation that works reliably with either prototrophic markers or antibiotic selection in this host. This procedure utilizes the most efficient portions of the electroporation and heat-shock transformation protocols to yield a method that is both time-saving and effective.
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Racism, Canon and the Controversy Surrounding #BlackHermoine
Florence Maatita and Marcia D. Hernandez
A fascinating reconsideration of the depictions and implications of race and diversity in the Harry Potter franchise
A selection of books and book chapters written or edited by faculty at the University of the Pacific.
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