Heriberto Godina PhD

Danger in the safety zone: Notes on race, resentment, and the discourse of crime, violence, and suburban security

Cameron McCarthy et al. — Fri, 04 May 2012 11:18:56 PDT

The hypocrisy of completeness: Toni Morrison and the conception of the other

Cameron McCarthy et al. — Fri, 04 May 2012 11:03:59 PDT

The canonical debate: Implementing multicultural literature and perspectives

Heriberto Godina PhD — Thu, 03 May 2012 15:30:40 PDT

The last rational men: Citizenship, morality, and the pursuit of human perfection

C. McCarthy et al. — Thu, 03 May 2012 15:25:04 PDT

Race, suburban resentment and the representation of the inner city in contemporary film and television

C. McCarthy et al. — Thu, 03 May 2012 14:49:28 PDT

The last rational men: Citizenship, morality, and the pursuit of human perfection

C. McCarthy et al. — Thu, 03 May 2012 14:39:30 PDT

Danger in the safety zone: Notes on race, resentment, and the discourse of crime, violence, and suburban security

Cameron McCarthy et al. — Thu, 03 May 2012 14:18:56 PDT

Cultural influences and reflective practice: A Chicano perspective

Heriberto Godina PhD — Thu, 03 May 2012 14:03:04 PDT

This review of research examines improving educational curriculum through reflective practice influenced by minority culture. Examples of Chicano and indigenous culture are cited. The implications of a poorly educated and growing minority group population indicate the need for reflective awareness in curriculum and challenges the established policies imposed by the majority culture. Reflective qualitative research, and holistic education is perceived to be a viable solution to the inadequate curriculum imposed upon minority culture.

High school students of Mexican background in the Midwest: Cultural differences as a constraint to effective literacy instruction

Heriberto Godina PhD — Fri, 09 Mar 2012 14:34:00 PST

The violation of Mexican American students’ educational rights: A Midwestern ethnography

Heriberto Godina PhD — Fri, 09 Mar 2012 13:50:43 PST

Emic and etic perspectives on culturally-relevant text for all students: Moving beyond a tacit reading of Chicano Multicultural Literature

Heriberto Godina PhD et al. — Fri, 09 Mar 2012 13:45:58 PST

Mexican American High-School Students in the Midwestern United States: An Ethnography of Home-School-Community Literacy & Learning Practices

Heriberto Godina PhD — Fri, 09 Mar 2012 13:33:24 PST

This ethnographic study explores the literacy practices of 10 high-school students of Mexican background from the rural Midwestern United States. Findings reveal how Mexican background students demonstrated different literacy practices in their homes and community than those acknowledged at school. In school, Mexican background students were viewed in terms of their limited English status and were mostly enrolled in low academic tracks. Mexican American students who were fluent bilinguals were not recognized for their linguistic proficiency. The speaking of Spanish in informal settings was not condoned by the school culture, and no bilingual reference materials were available for students to use independently. In the community, the local newspaper rarely featured stories about the Mexican families. At home, most students had monolingual Spanish-speaking parents and home literacy practices encompassed translation activities, functional literacy, and reading for entertainment. This study should inform school personnel and researchers interested in the academic achievement of Mexican background students.

Addressing the literacy needs of adolescent English language learners

G.E. García et al. — Fri, 09 Mar 2012 13:26:48 PST

Race, suburban resentment, and the representation of the inner city in contemporary film and television

C. McCarthy et al. — Fri, 09 Mar 2012 13:18:11 PST

Culturally competent teaching

Heriberto Godina PhD — Fri, 09 Mar 2012 13:08:41 PST

Cultural Capital

Heriberto Godina PhD — Fri, 09 Mar 2012 13:06:31 PST

Tracing the migrant stream from the Southwest to the Midwest: History, folklore, and challenges for the future

Heriberto Godina PhD — Fri, 09 Mar 2012 13:00:28 PST

Mesocentrism and students of Mexican background: A community intervention for culturally relevant instruction

Heriberto Godina PhD — Tue, 06 Mar 2012 16:00:26 PST

How does the integration of information about a student's ancestral culture elicit a more positive motivation for their learning in school? Chicano activists in the Southwest exposed middle school students to a program of instruction based on Mesoamerican ancestry. The program's effectiveness is analyzed through a quasi-experiment. A pre- and post-survey measured cultural awareness, desire, effect, reading preference, self-esteem, and self-concept. Informal student narratives were used to interpret treatment effects. Results indicated that the intervention enhanced students' sense of cultural awareness and voluntary reading preferences. Implication for the study include how culturally relevant instruction can be a valuable stepping stone for motivating traditionally marginalized students into a meaningful engagement with content-area literacy.

Korean American cultural differences in classroom literacy activities: Observations from an ethnographic case study.

Heriberto Godina PhD et al. — Tue, 06 Mar 2012 15:10:17 PST

This study explores teacher-student perceptions about cultural differences and their influence upon classroom literacy activities. An ethnographic case method focuses on a Korean American student. Secondary participants include a parent, teacher, and classmates in a white Midwestern community. The study accentuates the generalizable discourse that neglects the complexity inherent to intercultural relationships in a changing elementary classroom. Implications include how multicultural children’s literature deemed appropriate for minorities can be problematically situated for effective instruction.

Contradictory literacy practices of Mexican-background students: An ethnography from the rural Midwest

Heriberto Godina PhD — Thu, 01 Mar 2012 16:40:12 PST

This ethnographic study explores the contradictory literacy practices of 10 high school students of Mexican background from the rural Midwest. The author uses the term Mexican background to encompass both settled Mexican Americans and recent-immigrant Mexicanos. Literacy is investigated through English and Spanish in a sociocultural context. Findings reveal how Mexican-background students demonstrate different literacy practices in their homes and communities than those acknowledged at school. Educators in the school setting did not recognize Mexican-background students’ linguistic proficiency. In school, Mexican-background students were viewed in terms of their limited-English status and were mostly enrolled in low academic tracks. At home, Spanish-speaking parents relied on their children’s sophisticated translation abilities. Results indicate that the lost opportunities for effective literacy learning at school ignored the realistic responsibilities and potential of the Mexican-background students. Many of the adults in this small, rural, midwestern community failed to recognize the dynamic implications between literacy and identity that these adolescents navigated on a daily basis across multiple settings.