Alice Y Lee - Academia.edu (original) (raw)

Papers by Alice Y Lee

Research paper thumbnail of First Opinion: The Invisible Boy: Social and Emotional Opportunities within a Racial Quagmire

Alice Y. Lee Mrs. Carlotti's class is akin to many classrooms we have experienced, and it has a v... more Alice Y. Lee Mrs. Carlotti's class is akin to many classrooms we have experienced, and it has a variety of student personalities. There is Nathan, who "uses his outside voice" indoors; Sophie, who "whines and complains when she doesn't get her way"; and Brian, the "invisible" boy, who is physically present but overlooked by his classmates and teacher (Ludwig unpaged). Consequently, he is left out of being selected for school sports teams and invitations to birthday parties. On his own, however, his imagination leads him to draw and create storylines with dragons, aliens, pirates, and superheroes. Hopes of making a friend come when a new Korean boy, Justin, is introduced to the class. Justin also experiences being on the margins among classmates when he brings Korean barbecue beef, bulgogi, for lunch, and is mocked and laughed at for doing so. Brian then reaches out to Justin by drawing a picture of himself eating bulgogi, attached to the note: "Justin, I thought the bulgogi looked good. Brian. " This act of kindness begins a friendship between Brian and Justin, but it is interrupted when Emilio (another classmate) attempts to befriend Justin. Brian, again, fears exclusion, but Justin shows both Emilio and Brian how there is enough space for all of them to be friends. The Invisible Boy offers instructional opportunities to explore social and emotional issues that touch any classroom. Themes of kindness, consideration, and inclusion can be highlighted

Research paper thumbnail of Code-Meshing and Writing Instruction in Multilingual Classrooms

The Reading Teacher, 2018

Developed by literacy experts across the United States, Standards for the Preparation of Literacy... more Developed by literacy experts across the United States, Standards for the Preparation of Literacy Professionals 2017 sets forth the criteria for developing and evaluating preparation programs for literacy professionals. These updated standards focus on the knowledge, skills, and dispositions necessary for effective educational practice in a specific role and highlight contemporary research and evidence-based practices in curriculum, instruction, assessment, and leadership.

Research paper thumbnail of Teacher embodiment of culturally responsive pedagogies in a fifth grade classroom

Profesorado, Revista de Currículum y Formación del Profesorado

Schools need better roadmaps for accomplishing culturally responsive pedagogy and intercultural e... more Schools need better roadmaps for accomplishing culturally responsive pedagogy and intercultural education. In this article, I feature the culturally responsive practices of a Black teacher situated in an elementary classroom in the U.S. Her practices contribute to a roadmap for enacting culturally responsive pedagogy that incorporates small group instruction and cooperative learning. I also contend that queries investigating pedagogies affirming minoritized students must consider the primary actors charged to implement such work. In addition to her pedagogical practices, I include data that elucidate how the teacher’s racial biography is explicitly tied to the culturally responsive work she engages in the classroom. I conclude with considerations for how this case study might offer educators, researchers, and policymakers’ ideas for deep integration of intercultural education.

Research paper thumbnail of Code-Meshing and Writing Instruction in Multilingual Classrooms

Code-meshing offers an instructional framework that incorporates multiple languages into classroo... more Code-meshing offers an instructional framework that incorporates multiple languages into classrooms, interrogates notions of which languages are " correct " or " appropriate " within those spaces, and broadens how to approach writing instruction for linguistically diverse students.

Research paper thumbnail of Experience with Diversity is Not Enough: A Pedagogical Framework for Teacher Candidates that Centers Critical Race Consciousness

Journal of Curriculum Studies Research, 2020

Given the overwhelming whiteness of teacher education, we offer a pedagogical approach rooted in ... more Given the overwhelming whiteness of teacher education, we offer a pedagogical approach rooted in critical race theory, and draw on notions of critical race consciousness to: 1) center a critical race perspective in methods-based coursework; and 2) employ critical race theory to analyze the function and role of clinical fieldwork. In this article, we provide examples of how we engage white teacher candidates to preemptively take stock of their own racial journey and biases prior to being responsible for educating students of color. We also focus on the process of selecting clinical placements and assignments. We explicate how current selection criteria for clinical sites and cooperating teachers are undergirded by systems of white supremacy, and problematize the reality of majority white clinical placements. We further provide suggestions for teacher education programs that pay particular attention to the roles and responsibilities of white teacher educators and predominantly white t...

Research paper thumbnail of First Opinion: The Invisible Boy: Social and Emotional Opportunities within a Racial Quagmire

Alice Y. Lee Mrs. Carlotti's class is akin to many classrooms we have experienced, and it has a v... more Alice Y. Lee Mrs. Carlotti's class is akin to many classrooms we have experienced, and it has a variety of student personalities. There is Nathan, who "uses his outside voice" indoors; Sophie, who "whines and complains when she doesn't get her way"; and Brian, the "invisible" boy, who is physically present but overlooked by his classmates and teacher (Ludwig unpaged). Consequently, he is left out of being selected for school sports teams and invitations to birthday parties. On his own, however, his imagination leads him to draw and create storylines with dragons, aliens, pirates, and superheroes. Hopes of making a friend come when a new Korean boy, Justin, is introduced to the class. Justin also experiences being on the margins among classmates when he brings Korean barbecue beef, bulgogi, for lunch, and is mocked and laughed at for doing so. Brian then reaches out to Justin by drawing a picture of himself eating bulgogi, attached to the note: "Justin, I thought the bulgogi looked good. Brian. " This act of kindness begins a friendship between Brian and Justin, but it is interrupted when Emilio (another classmate) attempts to befriend Justin. Brian, again, fears exclusion, but Justin shows both Emilio and Brian how there is enough space for all of them to be friends. The Invisible Boy offers instructional opportunities to explore social and emotional issues that touch any classroom. Themes of kindness, consideration, and inclusion can be highlighted

Research paper thumbnail of Code-Meshing and Writing Instruction in Multilingual Classrooms

The Reading Teacher, 2018

Developed by literacy experts across the United States, Standards for the Preparation of Literacy... more Developed by literacy experts across the United States, Standards for the Preparation of Literacy Professionals 2017 sets forth the criteria for developing and evaluating preparation programs for literacy professionals. These updated standards focus on the knowledge, skills, and dispositions necessary for effective educational practice in a specific role and highlight contemporary research and evidence-based practices in curriculum, instruction, assessment, and leadership.

Research paper thumbnail of Teacher embodiment of culturally responsive pedagogies in a fifth grade classroom

Profesorado, Revista de Currículum y Formación del Profesorado

Schools need better roadmaps for accomplishing culturally responsive pedagogy and intercultural e... more Schools need better roadmaps for accomplishing culturally responsive pedagogy and intercultural education. In this article, I feature the culturally responsive practices of a Black teacher situated in an elementary classroom in the U.S. Her practices contribute to a roadmap for enacting culturally responsive pedagogy that incorporates small group instruction and cooperative learning. I also contend that queries investigating pedagogies affirming minoritized students must consider the primary actors charged to implement such work. In addition to her pedagogical practices, I include data that elucidate how the teacher’s racial biography is explicitly tied to the culturally responsive work she engages in the classroom. I conclude with considerations for how this case study might offer educators, researchers, and policymakers’ ideas for deep integration of intercultural education.

Research paper thumbnail of Code-Meshing and Writing Instruction in Multilingual Classrooms

Code-meshing offers an instructional framework that incorporates multiple languages into classroo... more Code-meshing offers an instructional framework that incorporates multiple languages into classrooms, interrogates notions of which languages are " correct " or " appropriate " within those spaces, and broadens how to approach writing instruction for linguistically diverse students.

Research paper thumbnail of Experience with Diversity is Not Enough: A Pedagogical Framework for Teacher Candidates that Centers Critical Race Consciousness

Journal of Curriculum Studies Research, 2020

Given the overwhelming whiteness of teacher education, we offer a pedagogical approach rooted in ... more Given the overwhelming whiteness of teacher education, we offer a pedagogical approach rooted in critical race theory, and draw on notions of critical race consciousness to: 1) center a critical race perspective in methods-based coursework; and 2) employ critical race theory to analyze the function and role of clinical fieldwork. In this article, we provide examples of how we engage white teacher candidates to preemptively take stock of their own racial journey and biases prior to being responsible for educating students of color. We also focus on the process of selecting clinical placements and assignments. We explicate how current selection criteria for clinical sites and cooperating teachers are undergirded by systems of white supremacy, and problematize the reality of majority white clinical placements. We further provide suggestions for teacher education programs that pay particular attention to the roles and responsibilities of white teacher educators and predominantly white t...