Cati de los Rios, IUME Research Fellow, published with Director Ernest Morrell

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Cati de los Rios, IUME Research Fellow, published with Director Ernest Morrell in Race and Social Problems

IUME is excited to announce that Cati de los Ríos, IUME Research Fellow, has recently been published in Race and Social Problems. Co-authored with IUME Director Ernest Morrell and Los Angeles teacher Jorge López, this article, entitled "Toward a Critical Pedagogy of Race: Ethnic Studies and Literacies of Power in High School Classrooms," explores the potential of a critical pedagogy of race in high school classrooms to foster civic engagement and academic development. This essay is part of Race and Social Problem's upcoming Special Issue on the 60th Anniversary of the U.S. Supreme Court Case, Brown v. Board of Education, edited by esteemed NYU Professor Pedro Noguera. Furthermore, this special issue takes up issues of race, education, and the pursuit of equality in the 21st century -- which will be released in print in March 2014.The articles in this special issue provide new perspectives and information on issues such as the state of racial integration, teacher expectations and biases, parental aspirations, perceptions of racial bias in school discipline, the lack of diversity in the curriculum, charter school, and eco-Apartheid. As Dr. Noguera and the editors of this issue write, "By broadening the analysis of race and education to new topics, the authors help us to understand why issues related to race continue to be the source of ongoing conflict and debate in communities across the country. The articles in this special issue also remind us of the complexities related to race and education, and compel us to think deeply about what can and should be done to ameliorate the numerous problems facing American society."

To read Cati, Jorge, and Dr. Morrell's article, please click here.

About Race and Social Problems
Race and Social Problems provides an international and multidisciplinary forum for the publication of articles and discussion of issues germane to race and its enduring relationship to socioeconomic, psychological, political, and cultural problems. The journal publishes original empirical studies, reviews of past research, theoretical studies, and invited essays that advance the understanding of the complexities of race and its relationship to social problems.  Submissions from the fields of social work, anthropology, communications, criminology, economics, history, law, political science, psychology, public health, and sociology are welcome.

About Cati de los Ríos

Cati V. de los Rios is a PhD student and instructor in the Program of English Education. Her research interests include Chicana/o-Latina/o young peoples' multilingual and multiliterate repertoires, immigration & curriculum studies, emergent bilingual learners, translanguaging pedagogical practices, sociocultural theories of learning, Chicana feminist and critical pedagogies, youth activism, and high school Ethnic Studies. She received her B.A. in Chicana/o Studies and Spanish Literature from Loyola Marymount University, an M.A. in Theological Studies &  Secondary Education from Harvard University, and an Ed.M. in Curriculum & Teaching from Teachers College. A previous Spanish, ESL, and Ethnic Studies Teacher, she created and implemented one of the first College Preparatory “Chicana/o-Latina/o Studies” high school courses and programs in Southern California which she taught in for many years. Her work included the bridging of her classroom with local Day Labor Centers and college Ethnic Studies courses through local university partnerships to produce action research projects, Social Justice Posadas for Comprehensive Immigration Reform, and K-12 Raza Studies Encuentros. She also was previously an Adult ESL teacher in both East Los Angeles and Boston for several years. Cati has supervised TESOL M.A. candidates through the Teaching Residency @ Teachers College Program and is a current Core Leader of New York Collective of Radical Educators (NYCoRE) and a national representative for the Teacher Activist Groups (TAG). Her dissertation has been funded by prestigious fellowships from Teachers College, Columbia University's Office of the Provost and Vice Dean, The Institute for Urban and Minority Education, The Research Foundation of National Council of Teachers of English, and the AAHHE/Ford Foundation. Her writing has been published in Race and Social Problems, Studying Teacher Education, The Urban Review, Journal of Latinos and Education, and has a book chapter co-authored with Dr. Ernest Morrell in Dr. Pedro Noguera's forthcoming edited volume.

About Jorge López

 

Jorge Lopez is a National Board certified social studies teacher and an activist teacher at Roosevelt High School in the community of Boyle Heights in Los Angeles. He has been teaching since 2002 and is a graduate of UCLA’s Teacher Education Program. In 2009, he earned a second master’s degree from UCLA’s Principal Leadership Institute. He has taught courses in ethnic and cultural studies that address youth of color, social movements, counter-narratives, critical media literacy, decolonization, and social justice. He recently co-authored the book Critical Media Pedagogy: Teaching for Achievement in City Schools published by Teachers College Press. Jorge is now pursuing a PhD in Teaching, Learning, and Culture at Claremont Graduate University.

 

About Dr. Ernest Morrell

Dr. Ernest Morrell is the Director of the Institute for Urban and Minority Education (IUME) and Professor of English Education at Teachers College, Columbia University. He has also been elected as the incoming Vice-President of the National Council of Teachers of English (NCTE) and will assume the presidency of this 50,000-member organization in 2013. For nearly twenty years Dr. Morrell’s research has focused on drawing upon youth’s interest in popular culture and participatory media technologies to increase motivation and to promote academic literacy development, civic engagement and college access. He is also recognized nationally for developing powerful models of teaching and learning in classrooms and non-school environments and for engaging youth and communities in the project of educational reform. Professor Morrell has written more than 50 articles that have appeared in journals such as Teachers College Record, the Journal of Teacher Education, Reading Research Quarterly, English Education, the English Journal, the Journal of Adolescent and Adult Literacy, Action in Teacher Education, and the Annual Yearbook of the National Reading Conference. He has written numerous book chapters and four books including The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools (with Jeff Duncan-Andrade) and Critical Literacy and Urban Youth: Pedagogies of Access, Dissent, and Liberation. He is a sought after speaker by universities, school districts, professional organizations, and private foundations. Morrell has also received several commendations for his teaching including being recognized five times by Who’s Who Among America’s High School teachers and receiving UCLA’s Department of Education’s Distinguished Teaching Award. Morrell received his Ph.D. in Language, Literacy, and Culture from the University of California, Berkeley and was the recipient of the Outstanding Dissertation award.