TLS Graduate Colloquy

35th Annual Teaching, Learning, and Sociocultural Studies
Graduate Student Colloquy
Friday, April 28, 2023, 8:00 am - 5:00 pm
University of Arizona - College of Education
Teaching, Learning & Sociocultural Studies


Theme: Connecting Voices Through Teaching, Research, and Outreach

Keynote Session: Kenneth Shelton, Nurturing Learning Experiences and Environments for the Next Generation of Educators

Please contact or with questions about the colloquy, accommodations, or preparing for the event. We look forward to having you join us in April!

Colloquy Schedule of Events coming soon!

We are very excited to introduce you to this year's TLS Colloquy speakers.

Keynote Speaker:
Kenneth Shelton
Nurturing Learning Experiences and Environments for the Next Generation of Educators
11:00 am to 12:00 pm, Room 104

Ken (He/Him/His) currently holds an M.A. in Education with a specialization in Educational Technology and New Media Design and Production. He has worked as an Educator for over 20 years and spent most of his classroom experience teaching technology at the Middle School level. As a part of his active involvement within the Educational Technology community, Ken is an Apple Distinguished Educator, a Microsoft Innovative Educator Expert, and a Google Certified Innovator. Ken has worked extensively at the policy level with a number of State Departments of Education, Ministries of Education, non-Profits, and was appointed to the Education Technology Task Force formed by a previous California State Superintendent of Public Instruction. Ken regularly gives keynotes, presentations, consults, and leads workshops, covering various Educational Technology, Equity and Inclusion, Anti-Bias/Anti-Racist, Multimedia Literacy, Cultural Intelligences, Visual Storytelling, and Instructional Design topics. Ken is the International Society for Technology in Education Digital Equity Professional Learning Network 2018 Excellence Award winner. Ken is the International Society for Technology in Education 2022 Making IT Happen Award winner due to his extraordinary commitment, leadership, courage, and persistence in improving digital learning opportunities for students. Because of his extensive and broad impact, Ken has also been named by EdTech Magazine as an influencer to follow. Ken serves on the Diversity, Equity, and Inclusion Board for several tech companies and non-profits. His Board services include advisement, platform analysis, policy analysis, outreach, and the development of both equitable and inclusive internal recruitment and retention programs.

Yousra Abourehab

Yousra Abourehab is a Ph.D. Candidate in the Teaching, Learning, and Sociocultural Studies program with an emphasis on multilingual education. She holds an M.A in Language, Reading and Culture from the University of Arizona. Her research interests include multilingualism, community-based learning, global education, and Arabic second language acquisition from a sociocultural perspective.


Tasnim Alshuli

Tasnim Alshuli is a doctoral student in Teaching and Teacher Education with a focus in mathematics education, visual impairments, and cognitive science. Tasnim also serves on the Dean’s Graduate Student Advisory Board for the College of Education, as well as on the Diversity, Equity, and Inclusion Committee for the college.

Jon Brown

Jon Brown is from Yale, OK, and received his B.S. in Secondary Education and Mathematics from Oklahoma State University. He taught secondary math in Oklahoma for five years before going into the Peace Corps for two years in Mozambique as an English as a foreign language teacher. He completed his M.A. and is working on his Ph.D. at the University of Arizona in the Teaching, Learning, and Sociocultural Studies program. His research interests include culturally responsive math teaching, teacher identity, math modeling, and math teacher education. His other interests include hiking, art, music, gaming, and cooking.


Anthony Diaz Vazquez (he-him-they)

Holds a master's degree in General Linguistics from the University of Puerto Rico - with a dissertation entitled "Criminalization and Representation of the Victim of hate crime in the Puerto Rican Media." His research interests are in discourse studies, semantic theory, and pragmatics, relating them to cultural studies and the construction of social identity through language, education, and literature. He is expanding his research on the jargon strategies of the Hispanic Caribbean homosexual community and transgender as a discursive identity in American fashion magazines.

For the last 11 years, he has been working in pedagogy. He is pursuing his doctoral studies in Teaching, Learning, and Sociocultural Studies at the University of Arizona. In his spare time, he contemplates nature, both internal and external aspects. He has been passionate about water and its components since he was an adolescent, recognizing that water is life to live and exist. He sees life as a continuum.


Laurel R. Hendrickson
Bilingual Education & English Language Learners

Laurel Hendrickson is a University of Arizona College of Education Ph.D. student in Teaching, Learning, & Sociocultural Studies. She has taught English and Spanish as second and foreign languages for 19 years in public and private schools in the United States, Mexico City, and Bucharest, Romania, for grades K-12 and in community college, as well as in community education settings. Her educational background includes a Bachelor’s degree in Spanish, and an M.Ed. in Curriculum & Instruction for Secondary Spanish from Portland State University in Oregon. Laurel writes curriculum for all grades and is moved by the grit to improve that many language learners demonstrate in her classes. Her focus in the TLS program at the U of A is in motivation, linguistics, and the development of language cognition in students. She recently won a Second Language Acquisition & Teaching scholarship at the U of A and is excited to continue studying in Tucson, Arizona. 


Colleen Hill

Dr. Colleen Hill is chair of the graduate student colloquy committee. Dr. Hill is active in teacher preparation. She currently teaches early childhood and elementary courses for both the University of Arizona and New Mexico State University. Dr. Hill recently defended her dissertation. This research focused on understanding the experiences pre-service teachers have in which they learn about race and police. Dr. Hill’s larger research agenda includes the intersectionality of teacher preparation, race, and whiteness. Dr. Hill holds the distinctions of Erasmus Circle Scholar and Outstanding Graduate Student for the College of Education.


Angelica Loreto

Angelica Loreto was born and raised in Tucson, AZ. She is an author, researcher, activist, and momma. Her first book, "My Love Affair with the Cartel" chronicles the lived experience of her time documenting narcocorridos (drug ballads). Ms. Loreto began her research on the narcocorrido scene in 2013. She obtained her M.S. in Mexican American Studies at The University of Arizona. Since then she has produced a documentary, "La Voz del Narco" follows mainstream artists who sing to/speak on the protagonists of the Mexican drug cartel and looks at how their music has been misconstrued. Her book focuses on her experience dating someone from that world. Currently, she has begun production on her second documentary: “El Movimiento Chicano del Corrido; Stories from the Barrios.” Her second book, "A Xicana's Dating Diary" was released in 2019. Her third book, “A Xicana Returns Home” was published in 2020. “Los Relatos de Rosa y Jorge; Stories of my Mother and Father” will be released in 2024. Ms. Loreto is working on her Ph.D. in Teaching, Learning and Social Cultural Studies in the College of Education at the University of Arizona. Ms. Loreto's work has uniquely documented a taboo environment that has been demonized in academia and socially. Ms. Loreto's work aims to change the perceptions of this cultural production.


Mary McLachlan

Mary McLachlan is a former middle school teacher and current Ph.D. candidate in the Department of Teaching, Learning and Sociocultural Studies with a minor in anthropology.  In connection with the Title VI Centers for Latin American Studies and Middle Eastern Studies Mary has coordinated a variety of projects designed to globalize k-12 teaching practices, including virtual exchange programs, online learning experiences, professional development opportunities and more.  Mary’s passion is teaching, and she plans to continue working with pre- and in-service educators upon graduation.


Seneca Beth Miller

Seneca Beth Miller (she/her) I am an aspiring abolitionist educator and pleasure activist dedicated to embodied equity and creative collective liberation. I was socialized as a middle-class, suburban, white, girl (who played a lot of sports) in what is colonially called Arizona, in a formerly-small town near the Gila, Salt, and Verde Rivers. Among many other things, I identify as a queer artist-activist. I am dedicated to Freedom Dreaming: imagining, visioning, strategizing, and acting for liberatory transformation.  My freedom dreaming focuses on the co-creation of a world in which all bodies and their cultures are respected, protected, supported and celebrated. I call this lifelong process “Becoming JustBodies."


Veronica Oguilve

Veronica Oguilve is a doctoral candidate at the University of Arizona in the interdisciplinary program of Second Language Acquisition and Teaching (SLAT) with a minor in Teaching, Learning, and Sociocultural Studies (TLS). Her research expertise includes second language acquisition, teaching and learning of digital literacies, and digital equity.


LaCher B. Pacheco

In 2022, I graduated from the University of New Mexico’s College of Education with a Master of Art’s degree in Secondary Education with a major in English Language Arts. I enjoy working with bilingual students who speak a second language other than English (I studied at Fort Lewis College in Durango, Colorado and I have a degree in Culturally Linguistic Diversity). I am from New Mexico, and I grew up on the rez (Reservation) near a Spanish-speaking border town called Peña Blanca. New Mexico is home to twenty-two American Indian Tribes and I miss eating picadillys yet, I am super excited to be in Tucson where there are twenty-three American Indian tribes. I am currently studying Young Adult Literature with a minor in American Indian Education at the University of Arizona's main campus in Tucson, Arizona. World of Words is my new favorite place to read and study. Have you seen the unicorn on UA’s main campus? 


Christopher Sanderson

Christopher Sanderson is a Ph.D. candidate whose research interests encompass digital equity, inclusion, and literacies. Currently, he is exploring how local school systems tackle the digital inclusion and equity necessities of their students, teachers, and community. In addition to his research, he teaches courses for Elementary Education teacher preparation and the Leadership and Learning innovation programs.


Sanjukta Sarkar

Sanjukta Sarkar is a second-year South Asian (Indian) interdisciplinary feminist PhD scholar in Teaching, Learning, and Sociocultural Studies, studying the intersections of critical pedagogy and global migration, using decolonial feminist ethnographic and participatory frameworks. She works as the assistant editor of the Journal of Environmental Education and holds a Jewell Lewis Scholarship for Literacy Acquisition, Development, and Pedagogy. She serves as an executive assistant of Women Founders Collective and as a newsletter editor of the Doctoral Student Innovative Community Group, Literacy Research Association. In a previous life, she mentored resilient youth through the English Access Microscholarship Program, funded by the U.S. Department of State, which laid the groundwork for her research. Sanjukta has recently been accepted to the 2023 Summer Institute in Anti-Racist and Decolonizing Research Methods at George Mason University and has been included in the Council on Anthropology and Education New Scholar Invited Poster session in the American Anthropological Association ’23 meeting program.


Cecilia Serrano

My name is Cecilia Serrano, and I am currently a Ph.D. candidate in Language, Reading, and Culture. My research focus is on Children's and Adolescent Literature, with a minor in Diversity and Social Justice.

As an elementary teacher in Southern Arizona for the past seven years, I have taught a combination of 1st and 2nd grades, as well as 1st and 2nd grades individually. I am passionate about incorporating Culture Circles into student discussions and action using picturebooks, which I learned about through Freire's work. 

My goal is to apply what I learn to the classroom and community as an educator through the use of picturebooks as a tool to engage students in critical thinking around social issues. I am interested in how picturebooks can be used to teach and learn about diversity and social justice.


Grace-Tapia Beltran

Born in Tucson, raised in the City of South Tucson, where I currently reside with my husband of 26 years. Community renewal and the effect it has on youth and their education, drives me to fight for equality, diversity and inclusion. Preserving my ancestors' rich history, faith, language, and traditions, which links us as a people. Inspires me to continue the fight for equity and restoration of broken systems, which affect our community.


Gabrielle Yocupicio 

Gabrielle is a Ph.D. Candidate in Language, Reading, and Culture (LRC) at the University of Arizona’s College of Education. Her research focuses on U.S. Latinx studies, sociolinguistics, and Spanish heritage language pedagogy. Gabrielle is a Yaqui, Mexican American, first-generation college student from the Arizona-Sonora Borderlands. 


Wen Wen

Wen Wen is a Ph.D. Candidate in the Department of Teaching, Learning and Sociocultural Studies at the University of Arizona. Wen Wen obtained her MA from the University of Arizona majoring in Language, Reading and Sociocultural studies. Her research interest focuses on digital literacies, multimodality and technology-enhanced teaching and learning.

In Defense of Good Teaching Award (Presented by Dr. David Yaden)

This award was established to honor professional educators who stand up to harmful laws, policies, and practices in extraordinary ways, and who set an example of well-grounded, humanistic, holistic education. Learn more about this award and view the list of former award winners and read about their experiences. 

Room 102

Laurel Hendrickson
Motivation for Production in Second Language Learners

Educational research on learner production of second language learners often focuses on isolated vocabulary or target language structures. There is also research focused on different forms of instruction and how they affect students’ acquisition abilities. In the SLA field, researchers and teachers know a lot about the stages of language acquisition (and how they vary for different learners), and we design curriculum to advance students through the stages while acquiring receptive and productive language skills. Although this type of research informs instructional styles and best practice for acquiring skills, more research is needed on individual students’ motivation to learn the target language. Students who are motivated to learn their target language can be found in any culture and any learning scenario, and with any kind of background. I contend that future research could focus on the things that motivated language students (particularly improving and excellent students) do of their own volition to improve their production skills in the target language. Information about motivated students’ habits in recreation, pleasure, and personal interests, specifically in things they do to improve their production (i.e. speaking and writing) of the target language, could ultimately inform classroom instruction around effective writing and speaking engagements to enhance all students’ ability to communicate effectively in the target language.


Gabrielle Yocupicio
From Language ‘Standards’ to Speaker Agency: An Exploration of Spanish Heritage Language Instructors’ Ideologies

Spanish heritage language (SHL) scholars have researched if and how the seven SHL instructional goals proposed by Valdés (1995; 2005) and Aparicio (1997) are being met. Unfortunately, studies have pointed toward the prevailing impacts of misguided beliefs under the umbrella of standard language ideologies (SLIs) (Leeman, 2012). Some of these beliefs include characterizing learners’ language varieties as ‘informal’ or ‘deficient’ compared to a subjective ‘standard’ Spanish variety. In response, SHL scholars are advocating for the application of frameworks aimed at dismantling hegemonic ideologies (Holguín Mendoza, 2018; Leeman & Serafini, 2016). With growing socio-political awareness surrounding U.S. Spanish, Loza & Beaudrie (2021) argue that the field is experiencing a “critical turn” centered on the adoption of critical language awareness (CLA) as a central framework. Since this critical turn is underway, there is a dearth of studies that assess if and how CLA is applied by SHL instructors and studies that explore if SLIs continue to have a foothold in SHL education. This qualitative study contributes to this line of research by focusing on the language ideologies of six current university-level SHL instructors in the U.S. Southwest. Data collection tools included questionnaires, interviews, and teaching observations. Findings indicated that all instructors were cognizant of the dominant ideologies impacting SHL education. Four instructors out of six understood, supported, and enacted CLA-type efforts, while two uncritically supported the acquisition of a prestige variety. Despite being part of the same SHL program, instructors’ language ideologies seemed to strongly influence their interpretation of SHL educational goals.


Anthony Díaz-Vazquez
Queer Linguistics and its implications in Second Language Teaching: toward a Queer Pedagogy

School spheres currently include diversity in curricula, educational policies, and methodologies. These contexts offer different conceptions of diversity, but this "diversity" often ignores or misunderstands the LGBT+ community and other minorities. However, few studies synthesize the published information, especially regarding Queer Pedagogy (QP). This paper examines the studies undertaken in recent decades on Queer Linguistics (QL) in education and the context of Second Language Teaching (SLT) as a way to understand the issues. It will reflect on the possibility and challenge of Queer Pedagogy in education. The essay will conclude with the importance and implications of Queer Linguistics in Second Language Teaching.

Room 312

Jihee Yoon
You Could Never: Aesthetics of the Art of Youth Embodiment

In this paper, I am not seeking arguments on how youth participatory action research (YPAR) methodologies work to humanize the experiences of youth but rather explore the adult researcher’s subject position within YPAR. The common rhetoric of YPAR’s “actionable” terms such as “humanization”, “building critical consciousness”, and “youth empowerment” of youth’s identities and experiences are often framed within YPAR literature and must be assessed (Yoon, et al., 2021; Cammarota, 2016; Cammarota & Fine, 2010; Tuck, et al., 2008). I critique how the adult researcher enforces a particular version of the human for youth to be categorized in and perform. I ask what types of investments have been made by the adult researcher to pursue such arrangements of the youth as an ideological scholarly choice to define, arrange, and remake youth within this methodology.

Then I hope to explore the aesthetics of youth life so we can start to uncover the ways that the performance of self can create and imagine a ritualistic and liberating art form that marginalized black, brown, and queer youth have developed and have served as a vital function of self-preservation and self-declaration. For example, we can look towards Hurston (1938) who urges us to distance forms of life of youth away from “singular and binary sensory expressions in which objects could be easily commodified into a collectible artifact.” We hope to draw from Wright who reminds us that, “no theory of life can take place of life” and we must start to discuss the ways of being that are unwritten, ignored, and left invisiblized within youth embodiment of life. Where we then are able to collaboratively have space for youth and ourselves, to foster and strengthen our own highly complex practices of being and aesthetics that are not entrenched in a neoliberalism or essentialism theology as the basis of Soil Work. Where youth can theorize themselves, create and recognize their being for them not for anyone else.


Mary McLachlan, Juanita Sandoval
Teachers collaborating across borders: Connecting voices in the Middle East, North Africa and the U.S.

This paper presentation will discuss Teachers Collaborating Across Borders, an outreach project of the Center for Middle Eastern Studies which connects teachers and students in the U.S. with those in MENA regions. Through this year-long program, participating educators share information about their local culture, teaching experiences and pedagogical practices with one another. In addition, participants develop a student exchange project where students from the U.S. and MENA collaborate on a shared learning experience. This session will discuss the take-aways (so far) from 3 years of this program and ideas for future iterations. Attendees will be encouraged to share ideas and suggestions for the future of this program.


Colleen Hill
Learning to be socially just and antiracist: Disentangling future teacher sources of knowledge about race

Prior research has explored the complex issue of how future teachers learn to engage in socially just and antiracist teaching practices. Using Mezirow’s Transformative Learning Theory and Critical Whiteness Studies, I examined how knowledge sources impact future teacher decision-making around engaging race in classrooms. Results revealed that multiple knowledge sources influence decision-making around race including future teachers’ families, interactions with children, and university coursework.

Room 437 WOW

LaCher B Pacheco
Successful Sixth Graders at Polk Middle School

Culturally relevant books should be included in a school’s curriculum to support equity by allowing students to discuss socio-cultural topics presented in the literature. Literacy can take place in social contexts, especially in English Language Arts (ELA) classrooms. Educators are expected to acknowledge their student’s cultural identity, yet most educators do not understand their own cultural identity. For example, if an educator grew up in Georgia, they have a different lens and identity (Au, 2006) than that of a person who grew up in a rural community such as Albuquerque’s South Valley. According to Au, “literacy educators face the challenge of bringing all students to high levels of literacy regardless of ethnicity, primary language, and family income” (Au, 2006, p 6). ELA teachers should bridge their discourse to culturally responsive instruction. “Educators must recognize the strengths that students bring from the home, identify negative patterns detrimental to students’ literacy learning in school, and create positive patterns that promote higher levels of literacy achievement” (Au, 2006 p 17) by including culturally responsive instruction in the curriculum where teachers can recognize variations in how students acquire literacies and other cultural information.

While teaching at Polk Middle School, I was able to recognize two cultural identities present in my sixth-period ELA classroom. The class consisted of five boys and six girls who self-identified as Hispanic American or of Mexican descent. The class selected New Kid by Jerry Craft (2019) using the book-browsing method. The book topics discussed racism and being the new kid at a school. Polk’s census is made up of 97% Hispanic or Mexican students.


Christopher Sanderson
Digital equity as a literacies issue: A literature review

Understanding the multiple facets surrounding the digital divide requires updated literature reviews to keep current with changing and evolving trends. This roundtable discussion of the digital divide examines the field’s current understanding from a literacy and learning perspective. It discusses impacts on schools and communities. The ubiquity of the Internet poses challenges and opportunities for individuals and communities alike. As is evident now more than ever, most daily activities that require people to maintain a productive, economically viable, and healthy lifestyle depend on access to and the ability to navigate digital resources. This study is essential as it strives to offer clarity of the continuously transforming and shifting dimensions of the digital divide from a learning and literacy perspective. It is crucial to inform and highlight the factors perpetuating the digital divide. This review aims to critically examine digital inclusion to reveal the specific ways digital literacies approaches may be able to address digital inequalities.

Room 312

Jon Brown
Math Teachers Learning to Be Culturally Responsive

Although research has shown many ways teachers have successfully implemented culturally responsive math teaching (CRMT) practices, we need to know more about how teachers take up these practices or why they decide not to. Teachers struggle with the meaning of CRMT, the additional time needed to plan, the connection between students' cultures and math content, and the current political climate. Many teachers do not take up this work for these reasons. However, some teachers want to see themselves and be seen by others as culturally responsive but still feel they have work to do. If we are to understand how and why teachers engage in the practice known as CRMT, we need to know more about how they identify with, make sense of, and own cultural responsiveness in math class. Using exploratory case study methods, I interviewed two elementary and two secondary teachers as they reflected on their culturally responsive practices. This presentation will report on a preliminary analysis of these interviews using a CRMT identity framework adapted from Wenger's (1998) social ecology of identity.


Tasnim Alshuli
Mathematics and visual impairments: Study of teachers of students with visual impairments mathematical pedagogical content knowledge

This paper will investigate teachers’ of students with visual impairments (TSVIs) prospective and role in students’ with visual impairments (SVIs) mathematical education, including TSVIs’ mathematics teaching practices and their perspective regarding SVIs’ learning and experiences in mathematics education. Additionally, this paper will also include a study discussing findings and implications from an interview targeted to TSVIs using the mathematical pedagogical content knowledge framework.

Room 104

Kenneth Shelton, Nurturing Learning Experiences and Environments for the Next Generation of Educators

In Defense of Good Teaching Award (Presented by Dr. David Yaden)

This award was established to honor professional educators who stand up to harmful laws, policies, and practices in extraordinary ways, and who set an example of well-grounded, humanistic, holistic education. Learn more about this award and view the list of former award winners and read about their experiences. 

Room 208

Angelica Loreto
Dissecting the corrido: Cultural affirmation of the narco-corrido as an interactive piece on cultural identity, historical value and sustainability in the borderlands.

The Mexican corrido (Ballad) has had a long connection to the lived experiences of working poor Mexicans on both sides of the “so-called” Mexican-US borderlands. The corrido has its roots as a representation of cultural resistance to oppression. This music attests to historical resistance in Mexico by the poor rural proletariat against centralist oppressive forces that would terrorize the country side (Herrera-Slobek, 1979). The contemporary narco-corrido has been a subject of controversy in regards to the content of this music. It can be in relation to a tragedy or an event that is preserved through the telling of an oral history through music. This particular kind of music is usually listened to by the working poor of Mexico, and serves as a testimonio to their lived experiences. The purpose of this workshop is to scrutinize how narco-corridos have been historically interpreted. Using an interdisciplinary approach this workshop will aim to engage a greater audience with the music of corridos. I will be presenting my documentary, "La Voz del Narco" and lead a critical conversation that will problematize the messages narco- corridos convey based on the following research questions. (1) Do narco- corridos glamourize violence? (2) Do narco-corridos promote a hegemonic message of consumerism and materialism? (3) Do narco-corridos continue to give testimonio to the lived realities of the poor? (4) Do narco-corridos assist in the preservation of language and culture? These dynamics through secondary research and discourse analysis will critique the meaning of the narco-corrido.


Cecilia Serrano, Grace Tapia-Beltran
Culture Circles in K-5 Classrooms

Culture circles in K-5 classrooms take on various modalities and are complex. With its complexity, vital stories are shared, heard, and applied in meaningful connections that lead to praxis. Students are waiting for their stories to take root in classrooms where not only teachers lend them ears to hear but everyone around them too. The purpose of this research is to awaken the understanding that culture circles with children’s literature can be possible in a classroom setting. Although culture circles have been used extensively in upper elementary through adult education, culture circles need to be invited more in classrooms. The theoretical framework and literature review indicate what culture circles are, the frameworks that guide this research, and the continued experience to carry on this research. Using the theoretical framework of Critical Pedagogy (Freire), Transactional Theory (Rosenblatt), and Indigenous Social Justice Pedagogy (Shirley) culture circles are used alongside picturebooks as anchors that promote critical discussions. This study embodies action research and an ethnography/autoethnography lens. Action research will be used to help transform inquiry into praxis or action by becoming co-participants and stakeholders in the process of inquiry. Using picturebooks is powerful in classrooms to reflect the very issues that students have and continue to face personally, socially, or internally. Culture circles are an invitation where students can discuss social justice issues and evolve praxis amongst themselves and outside the classroom by establishing a critical consciousness lens. Through culture circles and confianza, students aspire to share their stories in today’s classroom.

Room 312

Seneca Beth Miller
Beyond a Crisis of Imagination: Freedom Dreaming the Future of Schools

Kaba et al. (2021) remind us that our imaginations are limited because we are “deeply entangled in the very systems we are organizing to change” (p.4), and we must therefore transform ourselves as we work to transform the world. This requires humility, dignity, risk-taking, radical-self love (Taylor, 2017), a powerful relationship to joy (Iruka, 2020; Love, 2019), and co-conspirators. We also need each other. This workshop is for educators who are interested in imagining, visioning, strategizing, and acting toward liberatory transformation of the educational spaces we inhabit, starting with ourselves. This workshop is for anyone who has concerns or critiques about the structure of schools and universities and is willing to move beyond the limits of our collective imagination to envision a future of schooling that truly serves all involved.

Grounded in the belief that “the origin of emancipatory possibility and human solidarity resides in our bodies” (Darder & Mirón, 2006, p.16), this workshop will provide opportunities for participants to explore abolition, radical-self love, and freedom dreaming through play and other experiential and embodied practices, such as theater of the oppressed, creative expression, and mindfulness. Together we will confront the crisis of imagination that limits what is possible in ourselves, our schools, and our communities.

Room 504

Sanjukta Sarkar
Rehearsal for research: Decolonizing ethnography 

Building heavily on Anna Deavere Smith’s work on solo documentary theater, Joe Salvatore’s Verbatim Documentary Theater, a subgenre of ethnodrama builds upon interview-based data, found media artifacts, and historical events, with the end products ranging between live performances and video projects. This form of community-engaged theater has ethnoactors (who differ from the interview subjects in terms of age, race, and gender) mirror the words and gestures of the original speakers verbatim. This practice aims to facilitate deeper listening with empathy by getting past the constructs of age, race, and gender.

This work explores if adapting Verbatim Documentary Theater in high school English pedagogy can help decolonize research and get scholars, especially from underrepresented communities, interested and excited about research and subsequently, higher education. My decolonizing praxis is community-based with a refusal to keep students from underfunded communities from participating in ethnographic practices. I argue that colonization is not an unintentional metaphor for ethnographic- in particular- and research- in general- practices to continue historical exclusion of the marginalized. My focus is on the process of rehearsing, living, and enacting research with students, in their journey from designing the research process to transforming into ethnoactors. Besides developing agency in research, this interdisciplinary pedagogy has the transformative potential to shape engaged agents of change and inspire multicultural empathy in students.

I propose to workshop the process of rehearsing this research.

Room 437 WOW

Yousra Abourehab, Wen Wen, Veronica Oguilve, and Onur Ural
Virtual Field Experiences for global learning

The purpose of this workshop is to highlight teachers' processes of designing a Virtual Field Experience (VFE) for language learning. Teachers in this study took part in the Worlds of Experience for Language Learning (WELL) professional series which encourages educators to to design immersive VFEs for all learners. VFEs are flexible, web-based, immersive, and interactive experiences created by teachers that embed audio, video, and visual resources into interactive learning experiences. The design process educators engaged in involved developing a focus, locating and creating resources that advance a communicative purpose, and sequencing resources to create a product that supports discovery learning. Perspectives, design processes, and outcomes generated throughout the design process were examined. Teachers' VFE products show immersive, interactive, and contextualized language learning experiences and ways to engage their students’ global language learning, including intercultural connections.

Employing the Create-to-Learn approach (Hobbs, 2017), teachers engaged in a design process that promotes language learning in the classroom while developing intercultural communication (Diaz & Dasli, 2016; Holden, Michailova & Tietze, 2015; Holmes, 2017). Using multimodality (Kress, 2000) and intercultural communication (Moeller & Nugent, 2014; Sinecrope et al., 2012) frameworks, researchers examined how participating teachers imbued their VFEs with linguistically and culturally diverse topics that address global issues.

In this workshop, we showcase the VFE design process and products that teachers from two cohorts implemented in their work. Participants in this workshop will engage in hands-on activities that provide pedagogical implications for intercultural and global education.

Room 312

This is an interactive session in which graduate students will explore how to go on and be successful in the job market. Graduate students are encouraged to bring a current CV and a cover letter if they have one. We will also work through how to dissect a job announcement and tips for a first interview and a campus visit.

Room 312

Alberto , Julio Cammarota

Room 104

Join us for critical dialogue, theatre games, storytelling, scene-building and performances to uplift our UA and Tucson community!

  • Department of Teaching, Learning, and Sociocultural Studies
  • Office of the Dean in the College of Education
  • Borderlands Education Center
  • The Teaching, Learning, and Sociocultural Studies Graduate Student Colloquy committee would like to thank all their sponsors for their generous support in ensuring the success of this event.
  • University Center for Assessment, Teaching, and Technology (UCATT) 

Interested in becoming a sponsor for this event? Please reach out to us for more information!