Conference Presentations by Keitha-Gail Martin-Kerr
Talks by Keitha-Gail Martin-Kerr
Papers by Keitha-Gail Martin-Kerr
NExT, Jun 1, 2018
As teacher educators consider how to best prepare teachers for the demands of today’s classrooms ... more As teacher educators consider how to best prepare teachers for the demands of today’s classrooms and schools, we are concerned with questions about how well our candidates are prepared to meet these challenges while thriving as beginning teachers. The resources in this handbook assist teacher preparation programs and their school partners in deepening their understanding of what teacher effectiveness can mean, supporting beginning teachers, and engaging together to support the preparation of effective teachers. The materials in this handbook can serve as both guides and tools for this important joint work between teacher preparation programs and P-12 schools
Teaching and Teacher Education
Understand the impact of diversity in the classroom: race, culture & ethnicity, class, gender, la... more Understand the impact of diversity in the classroom: race, culture & ethnicity, class, gender, language, and sexual orientation. Explore nature, causes, and effects of prejudice. Experience methods that enhance the academic success of all children. Approved by the BOE as satisfying the Education 521 human relations requirement
Survey theories of learning, motivation and intelligence; theories of cognitive, social, and emot... more Survey theories of learning, motivation and intelligence; theories of cognitive, social, and emotional development; and, influences of social and cultural background on development and learning. Learn about assessment and evaluation and the theoretical bases for instructional models. Conduct a case study analysis of a K - 12 student. This is a graduate level course with graduate level expectations. Prerequisite: Admission to Hamline University. GED 7801 with grade of B- or higher or concurrently with GED 7825. Concurrent enrollment in GED 7815 is recommended. Master of Arts in Teaching students are required to subsribe to the MAT List Proc. Please refer to the MAT Program Handbook for instructions
Pedagogies in the Flesh, 2017
This chapter describes a 'fleshpoint' of a moment one Black female PhD student (Keitha-Ga... more This chapter describes a 'fleshpoint' of a moment one Black female PhD student (Keitha-Gail) experienced living-in-weirdness in a doctoral seminar. The chapter captures what happens when the racialized body is expected to operate in an all-white space in the academy. To philosophize this bodily phenomenon, the authors draw on the work of Frantz Fanon and Sara Ahmed to tell a story of the Black body being distanced from itself under the White gaze. The Black body has the capacity to discern when it is being historized. The Black body carries with it legends, stories, and myths of its ancestors. The knowledge that is stored in the Black body is active; it operates in the subconscious and can be felt in the flesh.
Achieving Inclusive Education in the Caribbean and Beyond, 2019
University of Minnesota Ph.D. dissertation. August 2016. Major: Education, Curriculum and Instruc... more University of Minnesota Ph.D. dissertation. August 2016. Major: Education, Curriculum and Instruction. Advisor: Lori Helman. 1 computer file (PDF); xi, 165 pages.
Teaching & Learning Inquiry: The ISSOTL Journal, 2018
Research in the Teaching of English, 2021
The goal of the annual bibliography is to offer a synthesis of the research published in the area... more The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year that may be of interest to RTE readers. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2019 and June 2020. Categories include Digital/Technology Tools; Inclusive Literacy Instruction/Special Education; Literacy; Literary Response/Literature; Media Literacy; Professional Development/Teacher Education; Reading; Second Language Literacy; Social Justice/Critical Approaches; and Writing, with contributions from 28 authors.
Students make many choices every day. Giving students intentional practice with reasoned decision... more Students make many choices every day. Giving students intentional practice with reasoned decision-making processes is an essential component in fostering good decision makers. One way to help students think about their economic reasoning is to give them time to grapple with the concepts involved in making choices. Students can learn about costs, benefits, trade-offs, and other economic concepts through children’s literature. Elementary teachers may combine standards-based social studies concepts and literacy skills in a lesson plan to maximize instructional time and make learning meaningful.
How do educators prepare elementary classroom teachers to support culturally and linguistically d... more How do educators prepare elementary classroom teachers to support culturally and linguistically diverse students in their classrooms? Is our teacher education program doing enough? We investigated these questions through our research of elementary preservice teachers' written reflections. Teacher Reflection in Teacher Education In this study, we investigated 23 preservice teachers' (mis)representation of emergent bilinguals in their written reflections. We used reflective practice (Schön, 1983, 1987) and instructional needs of emergent bilinguals (Zwiers 2007, 2009, 2014) to ground our study in order to understand the varied ways emergent bilinguals were perceived and characterized in elementary preservice teachers' written reflections. Schön suggested that reflective practice refers to teachers intentionally thinking about specific aspects of pedagogical practice that will lead to professional change and growth (1987). Zwiers and Crawford (2009) mentioned that the primary instructional need of emergent bilinguals is accelerated language development. Given accelerated language development will assist emergent bilingual students to share their ideas, support their ideas with evidence, and create new knowledge with other students. One of the main goals of our teacher education program is for preservice teachers to consider their beliefs, reflect on their teaching in the moment of teaching (Schön, 1983), and to think on their feet so that they can alter instructional decisions to meet the needs of all students. Schön refers to this as reflectioninaction. Engaging in this process requires preservice teachers to become aware of their knowingin–action. We agree with Schön, who suggested that only through reflection could teachers begin to understand their daily practices. García, Kleifgen & Falchi (2008) suggested that English language learners are emergent bilinguals, which means these children are able to function in their home language as well as in English, their new language in schools. Teacher education programs can help develop the knowledge base and skills for preservice teachers to encourage appropriate teaching practices of emergent bilinguals. Institutional teacher education programs structure how the profession responds to processes of learning to teach (Freeman & Johnson, 1998). In our opinion, not all teacher education programs provide strong methods courses on how to accommodate and meet the needs of emergent bilinguals in a mainstream classroom. Teacher education programs can further facilitate language teaching and learning to better prepare preservice teachers to work with emergent bilingual students. Freeman and Johnson (1998) write, " The knowledgebase of language teacher education needs to account for the teacher as a learner of teaching, the social context of schools and schooling within which teacherlearning and teaching occur, and the activities of both language
Thesis Chapters by Keitha-Gail Martin-Kerr
Jamaica, known to its locals as the land of milk and honey, is also perceived as the most homoneg... more Jamaica, known to its locals as the land of milk and honey, is also perceived as the most homonegative country in the world. Even though there is no research substantiating this claim, it is still a largely held belief by many people. The purpose of this study is to initiate a line of inquiry into the lives of women-who-love-women, a topic that is often neglected and silenced in Jamaica for a variety of reasons.
The current study explores the lived experiences of women-who-love-women in Jamaica. Specifically, it investigates the phenomenon of homonegativity on the lives of women-who-love-women. Using post-intentional phenomenology as a methodological framework, I examined data from four self-identified Jamaican women-who-love-women to better understand the nuances and complexities of their daily lives. Post-intentional phenomenology allowed me to look at glimpses in the lives of these women to see slithers of the tentative manifestations of their lives. Data collection tools included written memories, interviews, participants’ reflections on two Jamaican dancehall songs, and my post-reflexive journal entries. I discovered tentative manifestations into the lives of these women that revealed how they operate daily with care, hope, fear, and a multitude of productive tension-filled emotions in a land permeated with homonegative attitudes.
I analyzed data using Thinking with theory, a framework designed by Jackson and Mazzei (2012) that assumes data is partial, incomplete, and always being re-told and re-remembered. Thinking with theory allowed me to plug theoretical concepts into the data to see what new understandings could be produced. I also inserted the data into the theoretical concepts to garner varying interpretations. I ‘plugged in’ Ahmed (2006), Bulter (1990), and Lorde’s (2012) concepts of orientation, performativity, and the erotic as power to open up the phenomenon that I studied. This allowed me to explore varying perspectives of the lived experiences of women-who-love-women in Jamaica to see glimpses of their lives in its multiple, partial, and fleeting ways. This study has implications for policy makers, teaching, and learning.
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Conference Presentations by Keitha-Gail Martin-Kerr
Talks by Keitha-Gail Martin-Kerr
Papers by Keitha-Gail Martin-Kerr
Thesis Chapters by Keitha-Gail Martin-Kerr
The current study explores the lived experiences of women-who-love-women in Jamaica. Specifically, it investigates the phenomenon of homonegativity on the lives of women-who-love-women. Using post-intentional phenomenology as a methodological framework, I examined data from four self-identified Jamaican women-who-love-women to better understand the nuances and complexities of their daily lives. Post-intentional phenomenology allowed me to look at glimpses in the lives of these women to see slithers of the tentative manifestations of their lives. Data collection tools included written memories, interviews, participants’ reflections on two Jamaican dancehall songs, and my post-reflexive journal entries. I discovered tentative manifestations into the lives of these women that revealed how they operate daily with care, hope, fear, and a multitude of productive tension-filled emotions in a land permeated with homonegative attitudes.
I analyzed data using Thinking with theory, a framework designed by Jackson and Mazzei (2012) that assumes data is partial, incomplete, and always being re-told and re-remembered. Thinking with theory allowed me to plug theoretical concepts into the data to see what new understandings could be produced. I also inserted the data into the theoretical concepts to garner varying interpretations. I ‘plugged in’ Ahmed (2006), Bulter (1990), and Lorde’s (2012) concepts of orientation, performativity, and the erotic as power to open up the phenomenon that I studied. This allowed me to explore varying perspectives of the lived experiences of women-who-love-women in Jamaica to see glimpses of their lives in its multiple, partial, and fleeting ways. This study has implications for policy makers, teaching, and learning.
The current study explores the lived experiences of women-who-love-women in Jamaica. Specifically, it investigates the phenomenon of homonegativity on the lives of women-who-love-women. Using post-intentional phenomenology as a methodological framework, I examined data from four self-identified Jamaican women-who-love-women to better understand the nuances and complexities of their daily lives. Post-intentional phenomenology allowed me to look at glimpses in the lives of these women to see slithers of the tentative manifestations of their lives. Data collection tools included written memories, interviews, participants’ reflections on two Jamaican dancehall songs, and my post-reflexive journal entries. I discovered tentative manifestations into the lives of these women that revealed how they operate daily with care, hope, fear, and a multitude of productive tension-filled emotions in a land permeated with homonegative attitudes.
I analyzed data using Thinking with theory, a framework designed by Jackson and Mazzei (2012) that assumes data is partial, incomplete, and always being re-told and re-remembered. Thinking with theory allowed me to plug theoretical concepts into the data to see what new understandings could be produced. I also inserted the data into the theoretical concepts to garner varying interpretations. I ‘plugged in’ Ahmed (2006), Bulter (1990), and Lorde’s (2012) concepts of orientation, performativity, and the erotic as power to open up the phenomenon that I studied. This allowed me to explore varying perspectives of the lived experiences of women-who-love-women in Jamaica to see glimpses of their lives in its multiple, partial, and fleeting ways. This study has implications for policy makers, teaching, and learning.