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Jill
Andrea Pinkney Pastrana
Curriculum
Vitae
Foundations
of Education
University
of Wisconsin – Eau Claire
105
Garfield Avenue
P.O.
Box 4004
Eau
Claire, WI 54702
Permanent
Address: 7217 South Shore Drive
Altoona,
WI 54720
Phone:
(715) 552-1534
email:
pastrajp@uwec.edu
Education
Ph.D.
December 2000 - Education
University
of California, Los Angeles
Graduate
School of Education and Information Studies.
Urban
Schooling Division
Dissertation
title: Subtle Tortures of the Neo-liberal Age:
Globalization and Education Reform in Chile, A Case Study
M.Ed.
June, 1995 - Curriculum and Teacher Studies, Emphasis
in Bilingual and Comparative Education
University
of California, Los Angeles
MA.
June, 1995 (ABT) - Latin American Studies
Concentration
in Urban Planning, History, and Education
University
of California, Los Angeles
BA.
June, 1991 - Linguistics and Philosophy
Emphasis
in Language Acquisition
University
of California, Los Angeles
AA,
1988 - Philosophy
Santa
Monica College, Santa Monica
Professional
Experience
Associate
Professor, September 2005 – present
University
of Wisconsin – Eau Claire
Foundations
of Education
Associate
Professor (tenure granted,
June 2005)
California
State University, Long Beach
School
of Education, EDPAC
Social
and Multicultural Foundations
Assistant
Professor, Sept. 2001 – June 2005
California
State University, Long Beach
School
of Education, EDPAC
Social
and Multicultural Foundations
Lecturer,
August 2000 - August 2001
California
State University, Long Beach
School
of Education, EDPAC
Social
and Multicultural Foundations
Courses
Taught at UWEC
Honors
Colloquia – Globalization in the 21st
Century –
(proposal draft accepted Spring, 2006)
Course
description: COURSE UNDER DEVELOPMENT
This
class will examine the economic, social, and cultural
impact of globalization through a number of lenses. Students
will gain an understanding of some of the debates, policies
and various implications of globalization policies by
examining the academic and popular debates surrounding
the theme of globalization. This course will develop and
consider non-traditional, and international perspectives
as well as those most commonly considered in the current
U.S. context.
FED
490 – The Historical, Legal, and Philosophical Foundations
of Education
Course
description:
This
course is designed to provide students enrolled in professional
education programs a background into the historical, philosophical,
and legal considerations associated with the profession.
While the primary emphasis is placed on American educational
practices, it is acknowledged that our system is rooted
deeply in the more general Western European tradition.
The course is divided into two parts. In both, the social,
historical, legal and philosophical foundations that form
the basis of education and schooling practices are addressed.
Four fundamental questions are used to examine concepts,
practices and traditions.
What
is the purpose or goal of education?
What
should comprise the curriculum?
What
practices and methods are used to convey the curriculum?
What
is the role of the school as an institution in the greater
society?
FED
385 – Social Foundations of Human Relations
Course
description:
Focusing
on the institution of Schooling this course is an interactive
critical reflection on problems, issues and questions
of multicultural education, diversity, and the tensions
in areas of race, class, and gender and their impact on
human relations within a pluralistic society. Through
a critical inquiry into the history, research, theoretical
foundations, and policy debates that define this terrain
students will become familiar with and explore:
* Self-awareness
in terms of your own identity configuration and how to
utilize this awareness to expand your understandings of
culture and its impact on individuals and groups.
* Theories,
curricular reforms, and educational modifications that
promote cultural pluralism.
* The
link between biculturalism, language, power, and identity
* How
stereotypes, prejudices, and discriminatory practices
are developed, perpetuated, and challenged, especially
in educational institutions.
* The
history and politics of multicultural and bilingual education
* How
attitudinal and institutional discriminatory practices
including racism and sexism affect educational opportunities
and academic success.
*
Literacy and language issues as approached by schools
and their connection with
the
larger concept of critical education
* International
perspectives and intercultural dynamics and their significance
in schools.
* An
understanding of human behavior and human institutions
Courses
Taught at CSULB
EDP
485 - Theoretical Foundations of Language Minority Education
Course
description:
This
course is designed to give the student a broad understanding
of the multiple debates and perspectives that inform the
concepts of language and language minority instruction
in education. Through a critical inquiry into the history,
research, theoretical foundations, and policy debates
that define this terrain students will become familiar
with:
-
Current research regarding second language acquisition,
cultural identity, and bilingual education
-
Various social and cognitive theories concerning bilingualism
and its ramifications
-
The link between biculturalism, language, power, and identity
-
The history and politics of bilingual and multicultural
education
-
Literacy and language issues as approached by schools
and their connection with the larger concept of critical
education
EDP
573 - Communication and Multicultural Education
Course
description:
Analysis
of trends, patterns and functions of communication in
terms of multiculturalism and identity formation as reflected
in social, cultural, and historical traditions and practices
in both educational and social settings. This course will
investigate issues of communication within the broader
socio-historical context.
-
Familiarity with perspectives of multiculturalism and
intercultural communication and their applicability to
education
-
Understanding of the relationship between culture and
language in the classroom
-
Familiarity with major approaches to, and methods for,
intercultural communication within educational settings
-
Familiarity with instructional strategies for multicultural
and multilingual contexts
-
Understanding issues in the foundations of qualitative
methods
-
Familiarity with qualitative research based on school
settings
-
Ability to use basic ethnographic and qualitative methods
EDP
672 - Language,
(Race) and Educational Policies
New
(redesigned) Course
Course
description:
This
course will examine and analyze contemporary and historical
social and educational policy as well as actual policy
decisions in the United States and elsewhere. These policy
frameworks and the discussion that have framed them provide
the context for current language and multicultural practices
in the schools. A variety of perspectives will be explored,
including historical, sociological, economic, and political
in order to analyze how race and language issues fuel
the public debate and how racial and linguistic attitudes
and beliefs interact with access and equity issues. From
these theoretical considerations, we will examine how
these issues shaped federal, state and local policies.
Through a critical inquiry into the history, theoretical
foundations, and policy debates that define this terrain
students will:
-
Become familiar with some of the history and politics
of bilingual and multicultural education and how this
has influenced social and educational policy.
-
Develop an overview of how race and language contribute
to public policy making in the United States.
-
Develop an understanding of the public policies associated
with race, language, and education.
Research,
evaluate and design policies aimed to alleviate separate
and unequal educational and social opportunities for minority
students.
EDP
582 - Comparative and International Education
New
(resurrected) Course
Course
description:
This
graduate research seminar is designed to provide an overview
of the organization of formal education and development
in international contexts. As we will see, the complexity
of the issues responsible for the development of educational
systems, viewed through the historical and cultural specificities
of the various regions of the world, is difficult if not
impossible to encompass in a one-semester course. We will
explore the current and historical issues that define
the field of Comparative and International education paying
special attention to the shifts within these paradigms
and the relationships - economic, cultural and historical
- that define the organization of schooling. Through a
series of critical readings within the field of Comparative
Education we will become familiar with many of the key
issues within this field.
Tentative
topics covered in the course:
-
The relationship between economic development and
schooling
-
The impact of modernization, dependency and neoliberal
theories in education
-
The impact of imperialism and globalization on
education – issues of postcolonialism
-
The role of international agencies in the development
of education agendas.
-
The world education conferences of the 1990s
-
The contribution to education theories and practice
by educators in different contexts.
-
Literacy and education – different approaches
-
State, market, and civil society with regards to
schooling.
-
Education in socialist states, welfare-states and
market-oriented states.
-
The politics of inclusion and exclusion in different
countries, with a special focus on class, gender and race
-
Learning, social reproduction and social change:
popular education: the role of social movements
Schooling
and citizenship; schooling and democracy
EDP
697 – Independent
research/Capstone course
This
is the preparation course for all students taking the
qualifying examinations at the end of each semester.
EDP
492 - Internships in the Human Sciences
Course
description:
The
course is based on the premise that learning from experience
is a primary component of career exploration and an important
complement to a well-rounded university education. The
internships are coordinated by the CSULB Career Development
Center. In addition to the internship, the class meets
for 15 hours (5 class meetings). The course is offered
on both a traditional grading and CR/NC basis.
EDSE
435 - U.S. Secondary
Schools: Intercultural Education
Course
description:
This
course offers a critical reflection on problems, issues
and questions of multicultural education in a pluralistic
society. Philosophy, history, and sociology of education
will be used to build on a conceptual understanding of
multiculturalism. The curriculum and student population
in the American Secondary School will be discussed in
the context of current issues and controversies in education.
Invited
Lecturer, July 1998 - July 1999
Universidad
de la Frontera, Facultad de EducaciÛn y Humanidades,
Programa de InnovaciÛn a la FormaciÛn de Profesores
Courses
Taught at la Universidad de la Frontera:
ReconstrucciÛn
del conocimiento PedagÛgico I:
Course
description:
This
course is a journey that begins with a critique of Modernity
which takes us towards the development of knowledge and
skills which will enable us to design alternative educational
actions sensitive to the different cultural and social
contexts one encounters in the real daily life of complex
societies and in the realities of pedagogical spaces.
This
interrogation is situated in the same realities and dispositions
in which our own experiences, desires and histories as
social agents who design change in our social and professional
development are situated.
ReconstrucciÛn
del conocimiento PedagÛgico II:
Course
description:
This
course is a journey towards an exploration of postmodernism
in its various forms. After the Modern what do we have?
Is it possible that the Modern has ended in regions of
the world in which it had not yet begun? What are the
multiple contributions of postmodern theory which helps
us to make sense of a world which becomes more and more
complicated and changing each day? More importantly, how
do these contribute to the development of knowledge and
skills with which we can design alternative educational
actions, sensitive to the different cultural and social
contexts that we encounter within educational settings
and in the world around us?
This
interrogation is situated in the same realities and dispositions
in which our own experiences, desires and histories as
social agents who design change in our social and professional
development are situated.
Boyle
Heights Elementary Institute: University of California,
Los Angeles, Graduate School of Education and Information
Studies.
Educational
Director, Sept. 1995- Jan. 1996
Educational
Institute is a non-profit extra-curricular educational
organization that works with low-income, at-risk language
minority 3rd, 4th, and 5th grade school children. It provides
an enriched interdisciplinary curriculum aimed at putting
the students in the "fast track" to college.
Responsibilities:
Development and implementation of bilingual curriculum.
Teacher Training. Parent/Community cultural and academic
exchange workshops.
CRESST/LAUSD
Performance Assessment Development Project: University
of California, Los Angeles, Graduate School of Education
and Information Studies, (Center for the Study of Evaluation).
Assessment
Design, Feb. 1996- Oct. 1996
This
assessment project involves the development of a battery
of Performance based assessments in partnership with the
Los Angeles Unified School District.
Responsibilities:
collaboration on several teams to elaborate a battery
of performance assessments in the areas of Ò Math,
Language Arts, Science, and Social Studies in both English
and Spanish.
Hispanic
American Periodical Index, University of California,
Los Angeles, CA.
Bibliographer/General
Editor, Feb. 1988-Jan. 1992
Responsibilities:
This position required the indexing and editing of Journal
articles in Spanish, Portuguese, German, and English.
Conference
Participation and Invited Presentations
American
Educational Research Association, San Francisco
(April 7-11, 2006)
Paper
Presentation accepted: A Better World is Possible:
Shattering the myths of neoliberalism through challenging
ideologies.
Texas
NAME, Lubbock (March 24-25, 2006)
Symposium:
“Negotiation the Global and the Local: Equity,
Multiculturalism and Neo-liberal Educational Reform in
Comparative Contexts”
The
Diversity Research Connection. CSULB, (February,
4, 2004). Multiculturalism as Social Transformation:
The Latin American Connection.
Seminario
Internacional. Instituto de Desarrollo Local y Regional
de la Universidad de La Frontera. Universidad de
la Frontera, Temuco, Chile (July 2002)
Invited
Discussant : "Desarrollo
EndÛgeno: øCÛmo crear riquezas en contextos
de Precariedad?"
Research
Presentation: Universidad de la Frontera, Temuco,
Chile (January 2002)
The
Limitations of Progressive Educational Reform within Neoliberal
Contexts
Women's
Research Colloquium, CSULB, (Wednesday November
14, 2001) sponsored by the President's Commission on the
Status of Women
Invited
Speaker: "Negotiating the Global and the Local: Educational
Reform and Neoliberalism"
American
Educational Research Association, Seattle (April
2001)
Paper
Presentation accepted: Education Reform, Democracy
and Neoliberalism : examples from the United States and
Latin America
II
Encuentro Mundial de Amistad y Solidaridad
Havana,
Cuba (November 10-14, 2000)
Participant.
Toured Educational facility "Ciudad Libertad." Informal
Interviews with professors at the Instituto PedagÛgico.
American
Educational Research Association, New Orleans (April,
24-28, 2000)
Panel
Presentation with Dr. Peter McLaren: Rigoberta Mench:
Beyond Colonialism
Reclaiming
Voice: Ethnographic inquiry and qualitative research in
a Postmodern age, University of California, Irvine,
(June 4, 1999). Paper Presentation: Subtle tortures
of the neoliberal age Educational Reform and Teacher Practice
in Chile: The legacy of the dictatorship.
Conference
for the Innovation of Teachers, Universidad de
la Frontera, Temuco, Chile (October 20, 1998). Round table
discussant - Evaluation of In-Service Teacher Training
and Community Collaboration: Re-Democratizing Teachers'
Workspace.
Conference
for the Innovation of Teachers, Universidad de
la Frontera, Temuco, Chile (August 21, 1998). Round Table
Discussant - Creating communities of Learners: Collaboration
and In-Service Teacher Training for Innovative Design
in Pedagogical Practice.
La
Reforma en Marcha, MECE Media (Ministry of Education,
Chile), (September, 1997). Invited Panelist.
Reclaiming
Voice: Ethnographic Inquiry and Qualitative Research in
a Postmodern Age, University of Southern California
and UCLA, (June 20-22, 1997). Organizational Assistant.
American
Educational Studies Association, Annual Conference,
Montreal - Canada (November, 1996). Panel Discussant :
The Challenges of Education Reform in Neo-Liberal Contexts.
Research
Experience
Leadership,
Community and Power: NCLB and the dynamics of participation.
An ethnographic look at participation and excellence and
the contradictions of test scores in a Dual Language school.
September 2003- present. This is an ongoing, research
project aimed at understanding the specific ramifications
of the emphases of increasing test scores on a highly
acclaimed Dual Language program. I am in the process of
fieldwork, some preliminary analysis and writing up the
preliminary findings for publication and conference presentation.
Participation
and Education Reform in Local Chilean Communities.
July 1998 present. An ongoing Action Research partnership
with my colleagues at the Universidad de la Frontera,
concerning the development of social and educational activism
in Mapuche communities in the 9th Region of
Chile.
Strategies
for Outreach and University/School/Community partnerships:
University of California, Los Angeles, Graduate School
of Education and Information Studies, (Division of Urban
Schooling - Center X)
Research
Associate, September 1999-August 2000
This
research hopes to document and analyze the complexities
involved in the University of California, GSE&IS/Center
X partnership with several public high schools in Los
Angeles as they work to develop improved college attendance
rates of "at-risk" students through changes in pedagogical
practices, school structure, and community contexts.
Responsibilities:
Collaboration in initial planning of study. Qualitative
data collection (field notes, formal and non-formal interviews,
focus groups) in sites active with UCLA/School/Community
partnership including coaching workshops, parent meetings,
principal meetings, outreach meetings.
Teaching
and Transformation Within Chilean Educational Reform:
A look at 15 highschools in the Ninth Region of Chile:
Universidad de la Frontera, Facultad de EducaciÛn
y Humanidades, Programa de InnovaciÛn a la FormaciÛn
de Profesores.
Project/Research
Director, July 1998-July 1999
Responsibilities:
Design and implementation of the research project. Weekly
research workshops and preparation of student ethnographic
research team, development and implementation of research
instruments.
(This
research formed the basis for my Doctoral Dissertation)
Children
First - National Early Head Start Research Project:
University of California, Los Angeles, Graduate School
of Education and Information Studies, (Division of Educational
Psychology)/Mathematica Research Corp.
Research
Associate, October 1996 - June 1998
This
is a national research project taking place in 17 sites
across the country. The project collects and analyzes
data for the eventual evaluation of the Early Head Start
Program. My appointment is within both the local and national
aspects of the study.
Responsibilities:
home visits with parents and their children; Q-sort Attachment
and Maternal Sensitivity evaluations; Child care provider
and parent interviews; videotape protocol assessments;
Bayley Scale of Infant Development Assessment administration
Ò certified for ages 12-30 months.
Mathematics
Assessment Research Project: University of California,
Los Angeles, Graduate School of Education and Information
Studies, (Division of Educational Psychology).
Research
Associate, September 1996 - November 1996.
Responsibilities:
Conducting focus groups with primary students concerning
their impressions of mathematics assessment and teaching.
Publications
Pinkney
Pastrana, J. (In progress). Destroying the dream: the
Painful realities of neoliberal education reform in Chile.
Book Chapter for forthcoming series: Globalisation/
Neoliberalism/ Education and Resistance, Vol 3: Low and
Middle Income Countries. Dave Hill and Ellen Rosskam Editors.
Routledge, London. Publication Date Summer 2007.
Pinkney
Pastrana, J. (In progress). Creating a Better World, an
examination of imperialism and counter hegemonic praxis.
Article for Reader on Imperialism. Dr. Leeno Karumanchery,
(Ed.). Diversity Solutions, Inc
Pinkney
Pastrana, J. (In progress). Unlearning White Supremacy:
Urban and Small-town Whites confronting the myths of nicety.
Article for Anti-Racism Reader. Dr. Leeno Karumanchery,
(Ed.). Diversity Solutions, Inc
Pinkney
Pastrana, J. (In press). “Guillermo Gomez PeÒa”
Signed and referenced essay. Hispanic Americans Encyclopedia.
London, Brown Reference Group.
McLaren,
P., and Pinkney Pastrana, J., (2005). Cuba vs. Neoliberalism:
Misinformation, Education, and the Cult of Elin
Gonzalez. In Red Seminars. Edited by Peter McLaren.
Hampton Press. Originally printed in: “International
Journal of Qualitative Studies in Education,” Vol.14,
No.2 (2001).
McLaren,
P., and Pinkney Pastrana, J., (2005). The Search for the
Complicit Native: epistemic violence, historical amnesia,
and the anthropologist as ideologue of empire. In Red
Seminars. Edited by Peter McLaren. Hampton Press.
Originally printed in: “International Journal of
Qualitative Studies in Education,” Vol.13, No.2
(2000).
Williamson,
G., Pinkney Pastrana, J., and GÛmez, P., (2005).
“Reflexiones a partir de un estudio sobre EducaciÛn
Intercultural y ParticipaciÛn en Comunidades Mapuche
en la Novena RegiÛn de La AraucanÌa, Chile.”
Archivos AnalÌticos de PolÌticas Educativas/Education
Policy Analysis Archives.
Pinkney
Pastrana, J., Williamson, G., and GÛmez, P., (September
2004). "Learning from Mapuche Communities: Intercultural
Education, and Participation in the Ninth Region of Chile."
Journal of Critical Education Studies.
Pinkney
Pastrana, J. (2004). “Desegregation.” Signed
and referenced essay. Encyclopedia Latina. Groiler, New
York.
Pinkney
Pastrana, J. (2004). “Quisqueya Heights.”
Signed and referenced essay. Encyclopedia Latina. Groiler,
New York.
Pinkney
Pastrana, J. (2004). “Holidays.” Signed and
referenced essay. Encyclopedia Latina. Groiler, New York.
Pinkney
Pastrana, J. (forthcoming). “Historias Importantes,
Historias Olvidadas.” Book review of Non-formal
Education in Chile, by Robert Austin. Education Review/Revista
ReseÒas Educativas.
McLaren,
P., and Pinkney Pastrana, J., (March 2001). Cuba vs. Neoliberalism:
Misinformation, Education, and the Cult of Elin
Gonzalez. International Journal of Qualitative Studies
in Education.
McLaren,
P., and Pinkney Pastrana, J., (March-April, 2000). The
Search for the Complicit Native: epistemic violence, historical
amnesia, and the anthropologist as ideologue of empire.
International Journal of Qualitative Studies in Education.
Tejeda,
C., Mnoz, J., Leonardo, Z., Yosso, T., Pinkney-Pastrana,
J., Ochoa, J., and Peter McLaren (July, 1996). La Lucha
Continua en Gringolandia. International Journal of Educational
Reform. Vol. 5, No. 3
Translations
Peter
McLaren (1999). Paulo Freire's Pedagogy of Possibility,
In: Paulo Freire, su paso por Chile y el Chile por el
que pasÛ. Una contribuciÛn al origen de su
teorÌa crÌtica. Jorge Pinto, Ed. Ediciones
de la Universidad de La Frontera, Temuco, IX Region de
la AraucanÌa.
Workshops,
Talleres and Colloquium
Colloquium
- Principal Speaker, July 2002,
Ministry
of Education in Chile (MINEDUC)
Santiago,
Chile
Programa
de EducaciÛn Intercultural Bilinģe
Workshop:
"Reforma Educacional chilena, ParticipaciÛn y Multiculturalidad."
(Chilean
Educational Reform, Participation and Multiculturalism)
Colloquium
- Principal Speaker, July 2002,
Proyecto
GestiÛn Participativa en EducaciÛn Kelluw̧n;
Universidad de la Frontera, Temuco, Chile
Workshop
: "EducaciÛn Multicultural desde una perspective
crÌtica."
(Multicultural
Education from the Critical Perspective)
Guest
Lecturer, July 2002,
Seminario
Internacional "Desarrollo EndÛgeno: øCÛmo
crear riquezas en contextos de precariedad?"
Instituto
de Desarrollo Local y Regional de la Universidad de la
Frontera
Temuco,
Chile
Discussion
group leader; "Multiple perspectives interchange and dialogue"
with the Graduate Program of Development, UFRO.
Colloquium
- Principal Speaker, January 2002
Proyecto
GestiÛn Participativa en EducaciÛn Kelluw̧n;
Universidad de la Frontera, Temuco, Chile
Workshop
: "Multicultural and Intercultural Education: potential
and limitations within formal and non-formal educational
settings."
Ethnographic
Research and Instrument Design, August 1998-July
1999
Universidad
de la Frontera, Facultad de EducaciÛn y Humanidades,
Programa de InnovaciÛn a la FormaciÛn de Profesores.
Weekly
Research Workshops: Ethnographic Research Team, Development
and Implementation of Research Instruments.
Professional
Development Specialist, July 29-30, 1999
Ministry
of Education in Chile (MINEDUC)
Taller
de EvaluaciÛn para directores, de la instalaciÛn
de la reforma curricular (Evaluation Workshop for Principals
on School Re-organization in terms of the Reforma Educacional)
Professional
Development Specialist, July 1998 - June 1999
Ministry
of Education in Chile (MINEDUC)
Preparation
of Principals for Educational Reform in the Ninth Region
of Chile
Workshop
Convener, November 1998
Universidad
de la Frontera, Facultad de EducaciÛn y Humanidades,
Programa de InnovaciÛn a la FormaciÛn de Profesores.
Pedagogy Workshop Series on Self Esteem of Youth. Work
with high school youth in the Scientific/Humanities School
of Lautaro.
Professional
Development Specialist, November 1998, March 1999
Universidad
de la Frontera, Facultad de EducaciÛn y Humanidades,
Programa de InnovaciÛn a la FormaciÛn de Profesores.
Workshop with Teachers on Popular Culture and Pedagogical
Practices.
Academic
Service and Professional Associations
University
of Wisconsin – Eau Claire
Hmong
Pre-Teacher Initiative
committee. 2005- present
Partnership
between UWEC and Eau Claire Areas School District to develop
a project that specifically targets Hmong students in
an effort to facilitate higher University attendance,
specifically in the field of education.
College
of Education and Human Sciences strategic planning team:
Promoting Social Justice and Equity. 2005- present
Specifically
charged with identifying ways to increase diversity in
the College of Education and Human Sciences through establishing
a database and working towards the elimination of structural
barriers that impede greater participation of under-represented
groups in the program and on campus.
California
State University, Long Beach
·
Latin
American Studies Committee, CSULB. 1999 - 2005.
(co-coordinator,
with Dr. Alicia del Campo, RGRLL and Norma Chinchilla,
Sociology, AY 03-04)
·
International
Education Committee, CSULB. September 2002 - 2005. International
Service Learning Sub-committee
·
Department
of Education Faculty Council. Spring 2003 – 2005
(2 year term). Secretary, Spring ’04-June 2005.
·
Educational
Psychology, Administration, and Counseling, Curriculum
Review Committee. Fall 2003 – 2005 (2 year term).
Elected Chair, AY 04-05.
·
UCI
and CSULB (Social and Multicultural Foundations of Education)
Articulated Masters and Doctoral Program Partnership.
September 2001-December 2001.
·
Graduate
Students' Thesis Committees,
School of Education, CSULB. 2000-2005.
·
Social
and Multicultural Foundations of Education - Comprehensive
Exam Development team, School of Education, CSULB. 2001-2005.
·
Social
and Multicultural Foundations of Education - Comprehensive
Exam Evaluation team, School of Education, CSULB. 2001-present.
·
Educational
Psychology - Comprehensive Exam Evaluation, School of
Education, CSULB. 2001.
Professional
and International Organizations
·
Active
Member, American Educational Research Association (AERA).
1998-present. I review paper submissions yearly for the
SIG; Critical Educators for Social Justice and Social
Context of Education.
·
Active
Member, phi beta delta, Honor Society for International
Scholars, Alpha Chapter. 2001-present.
·
External
Member: Instituto de Desarrollo Regional y Local, Universidad
de la Frontera, Chile. Subcommittee focus - Capital Social,
Empoderamiento y Territerio. March 2004-present.
·
Editorial
Advisory Board: JCEPS (Journal of Critical Education Policy
Studies). April 2006 - present
·
External
Reviewer: Education Policy Analysis Archives/Archivos
AnalÌticos de PolÌticos de PolÌticas
Educativas. August 2004-present
Community
Service and Leadership Roles
·
Santa
Monica, Malibu Unified School District, Dual Immersion
Education Advisory Committee
Advisor
and participant. Subcommittee: curriculum and testing;
futures. Parent oversight board geared towards curricular
alignment of the Dual Immersion program throughout the
elementary and secondary levels. Working group convened
November 2003- June 2005.
·
Mothers
for Social Justice
Pro
Bono advisor and participant. Parent organization
aimed at making the Santa Monica/Malibu School District
equitable to all children, August 2002 – June 2003.
·
Westside
Leadership Magnet (LAUSD)
Invited
speaker. Life Skills/Career Planning Class, June, 2002.
·
Laurel
Street Elementary School
(Compton Unified School District)
Read
Across America. Classroom visits and story sharing, May
2002.
·
Edison
Language Academy (Santa Monica, California - SMMUSD) -
R.E.A.C.H. Parent/Community/School relations board, 1992-1996
·
Venice
Family Clinic (Venice,
California) - Community Outreach: Early Head Start, 1996
- 1997
·
Boyle
Heights Elementary Institute (East Los Angeles, California)
- Educational Director 1995-1996, Volunteer/Technical
Advisor, 1996-1997
·
Rogelio
Flores Foundation (East Los Angeles, California) - Critical
Pedagogy Workshop, 1995
·
Culver/Palms
YMCA (Culver City, California) - Parent preschool Advisor,
1996-1997
·
Honors
and Awards
·
October
2001, Induction: Phi Beta Delta, Honor Society for International
Scholars, Alpha Chapter.
·
April
2002, Incentive Awards for Internationalizing the Curriculum
Personal
Experience and Skills
Language
and Personal Skills. I speak and read Spanish and
German. I am the mother of three bilingual/bicultural
children, and I enjoy playing flute and minor percussion
with a number of Folk/Latin Jazz ensembles.
Parental
Involvement - SMMUSD (Santa Monica, Malibu Unified
School District), Edison Elementary School, 2-way Spanish
immersion program. I am an active participant in several
committees that support and promote the 2-way immersion
model.
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