Prominent discourses surrounding the Chief Illiniwek mascot controversy on the University of Illi... more Prominent discourses surrounding the Chief Illiniwek mascot controversy on the University of Illinois at Urbana-Champaign campus, between the years of 2000-2007, will be examined using textual analysis. Utilizing Tribal Critical Race Theory as a guiding framework for the analysis, various materials have been collected (websites, newspapers, testimonials, and personal experience), and subsequently analyzed. The aim of this project is to uncover how these discourses were being framed, who supported them, how students of color experienced their campus racial climate during this controversy, and lastly how the university played a role in perpetuating the use of stereotypical imagery on campus. Suggestions and recommendations that the university should take into consideration in order to effectively address the Chief Illiniwek mascot issue are also presented as concluding remarks. ii Para mi mamá, que sin su sacrificio no estaria donde estoy. Y para mi familia que siempre han creido en m...
Using the concept of community cultural wealth, this article examines the ways that a group of
3r... more Using the concept of community cultural wealth, this article examines the ways that a group of 3rd-grade students engaged in writing testimonios, or personal narratives, to reflect on their cultural and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students, families, and communities, this study illuminates the powerful ways that students utilize various forms of community cultural wealth. The findings indicate that testimonio can be an effective pedagogical tool to help students identify their individual and collective community cultural wealth and draw on these forms of knowledge in the elementary classroom. Key words: testimonio, bilingual education, critical race theory, Latino critical race theory, English learners, elementary, community cultural wealth, pedagogy
Prominent discourses surrounding the Chief Illiniwek mascot controversy on the University of Illi... more Prominent discourses surrounding the Chief Illiniwek mascot controversy on the University of Illinois at Urbana-Champaign campus, between the years of 2000-2007, will be examined using textual analysis. Utilizing Tribal Critical Race Theory as a guiding framework for the analysis, various materials have been collected (websites, newspapers, testimonials, and personal experience), and subsequently analyzed. The aim of this project is to uncover how these discourses were being framed, who supported them, how students of color experienced their campus racial climate during this controversy, and lastly how the university played a role in perpetuating the use of stereotypical imagery on campus. Suggestions and recommendations that the university should take into consideration in order to effectively address the Chief Illiniwek mascot issue are also presented as concluding remarks. ii Para mi mamá, que sin su sacrificio no estaria donde estoy. Y para mi familia que siempre han creido en m...
Using the concept of community cultural wealth, this article examines the ways that a group of
3r... more Using the concept of community cultural wealth, this article examines the ways that a group of 3rd-grade students engaged in writing testimonios, or personal narratives, to reflect on their cultural and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students, families, and communities, this study illuminates the powerful ways that students utilize various forms of community cultural wealth. The findings indicate that testimonio can be an effective pedagogical tool to help students identify their individual and collective community cultural wealth and draw on these forms of knowledge in the elementary classroom. Key words: testimonio, bilingual education, critical race theory, Latino critical race theory, English learners, elementary, community cultural wealth, pedagogy
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Papers by Socorro Morales
3rd-grade students engaged in writing testimonios, or personal narratives, to reflect on their cultural
and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students,
families, and communities, this study illuminates the powerful ways that students utilize various
forms of community cultural wealth. The findings indicate that testimonio can be an effective pedagogical
tool to help students identify their individual and collective community cultural wealth and
draw on these forms of knowledge in the elementary classroom.
Key words: testimonio, bilingual education, critical race theory, Latino critical race theory, English
learners, elementary, community cultural wealth, pedagogy
Books by Socorro Morales
3rd-grade students engaged in writing testimonios, or personal narratives, to reflect on their cultural
and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students,
families, and communities, this study illuminates the powerful ways that students utilize various
forms of community cultural wealth. The findings indicate that testimonio can be an effective pedagogical
tool to help students identify their individual and collective community cultural wealth and
draw on these forms of knowledge in the elementary classroom.
Key words: testimonio, bilingual education, critical race theory, Latino critical race theory, English
learners, elementary, community cultural wealth, pedagogy