Catherine Bhathena - Academia.edu (original) (raw)
Uploads
Papers by Catherine Bhathena
Journal of Cases in Educational Leadership, 2017
Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent patte... more Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent pattern in the practices of her colleagues. These practices tend to be racially insensitive and emphasize a noncritical view that does not attend to students’ experiences and positions students from a deficit perspective. Realizing that such practices serve as social reproductions of racist and classist orientations that reproduce the existing social order, Ms. Mendez decided school leadership should be informed. However, she worries that the school’s leadership will not work to enact change and instead will take her concerns lightly.
The adoption of the WIDA standards in Indiana provides the state with an opportunity to create pr... more The adoption of the WIDA standards in Indiana provides the state with an opportunity to create professional development for secondary science teachers that could transform how English language learners in the state of Indiana learn science. A look to recent literature in both language and multicultural education indicates inquiry can be used as a framework to structure such professional development, with special attention to how science teachers address academic language development, contextualize content to students’ prior knowledge, and, perhaps most importantly, design instruction that allows students to question the status quo in science knowledge and practice. Such transformation could lead to student science learning that exceeds the expectations outlined in both language development and science state standards documents.
Race Ethnicity and Education, 2017
Abstract Educational equity dominates discussions of US schooling. However, what ‘educational equ... more Abstract Educational equity dominates discussions of US schooling. However, what ‘educational equity’ means is much contested in the scholarly literature and in public discourses. We follow the lead of scholars of color who have problematized the definition of educational equity. They have shown that the dominant, taken-for-granted definitions of equity which disguises the accumulation of societal and educational exclusions of and prejudices toward historically marginalized students, their families, and their communities. In response to this critique, we offer a new definitional framework for ‘educational equity’ that is community-based and, in our specific case, urban community-based. And, then, we will apply this new equity framework to three examples or ‘exemplars’ of education reform to explicate how they do and do not illustrate our framework. We will finish with a brief discussion, recommendations for future scholarship, and some concluding remarks.
Journal of Cases in Educational Leadership, 2017
Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent patte... more Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent pattern in the practices of her colleagues. These practices tend to be racially insensitive and emphasize a noncritical view that does not attend to students’ experiences and positions students from a deficit perspective. Realizing that such practices serve as social reproductions of racist and classist orientations that reproduce the existing social order, Ms. Mendez decided school leadership should be informed. However, she worries that the school’s leadership will not work to enact change and instead will take her concerns lightly.
Journal of Cases in Educational Leadership, 2017
Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent patte... more Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent pattern in the practices of her colleagues. These practices tend to be racially insensitive and emphasize a noncritical view that does not attend to students’ experiences and positions students from a deficit perspective. Realizing that such practices serve as social reproductions of racist and classist orientations that reproduce the existing social order, Ms. Mendez decided school leadership should be informed. However, she worries that the school’s leadership will not work to enact change and instead will take her concerns lightly.
The adoption of the WIDA standards in Indiana provides the state with an opportunity to create pr... more The adoption of the WIDA standards in Indiana provides the state with an opportunity to create professional development for secondary science teachers that could transform how English language learners in the state of Indiana learn science. A look to recent literature in both language and multicultural education indicates inquiry can be used as a framework to structure such professional development, with special attention to how science teachers address academic language development, contextualize content to students’ prior knowledge, and, perhaps most importantly, design instruction that allows students to question the status quo in science knowledge and practice. Such transformation could lead to student science learning that exceeds the expectations outlined in both language development and science state standards documents.
Race Ethnicity and Education, 2017
Abstract Educational equity dominates discussions of US schooling. However, what ‘educational equ... more Abstract Educational equity dominates discussions of US schooling. However, what ‘educational equity’ means is much contested in the scholarly literature and in public discourses. We follow the lead of scholars of color who have problematized the definition of educational equity. They have shown that the dominant, taken-for-granted definitions of equity which disguises the accumulation of societal and educational exclusions of and prejudices toward historically marginalized students, their families, and their communities. In response to this critique, we offer a new definitional framework for ‘educational equity’ that is community-based and, in our specific case, urban community-based. And, then, we will apply this new equity framework to three examples or ‘exemplars’ of education reform to explicate how they do and do not illustrate our framework. We will finish with a brief discussion, recommendations for future scholarship, and some concluding remarks.
Journal of Cases in Educational Leadership, 2017
Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent patte... more Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent pattern in the practices of her colleagues. These practices tend to be racially insensitive and emphasize a noncritical view that does not attend to students’ experiences and positions students from a deficit perspective. Realizing that such practices serve as social reproductions of racist and classist orientations that reproduce the existing social order, Ms. Mendez decided school leadership should be informed. However, she worries that the school’s leadership will not work to enact change and instead will take her concerns lightly.