“So what are you going to do with that?” A dream job proposal in honor of #beyondprof

I’m soon to graduate with my PhD, but I’m not on the academic job market. You might be wondering about the same question that this book is asking:

So what are you going to do with that?

So in the spirit of the currently ongoing Beyond the Professoriate virtual conference (#beyondprof on Twitter), here’s one thing I’d love to do. It’s a role I see for myself in K–12 education that builds on my teaching experience, as well as the knowledge of ethnography and other qualitative research methods that I’ve gained through my doctoral coursework and research.

I believe research and professional development can be transformative, if they’re used as tools by teachers, for teachers.

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About the NPR News piece “Mexican-American Toddlers: Understanding The Achievement Gap”

After reading this piece on the NPR website, as well as the research article it reports on, I felt I had to write to the ombudsman. The text of my letter follows.


Dear Ombudsman:

In the story “Mexican-American Toddlers: Understanding the Achievement Gap” on last week’s All Things Considered, I was disappointed not to hear a response to Bruce Fuller from an expert on bilingual and multicultural education. Including this perspective would have highlighted two significant problems with the piece: first, that Dr. Fuller’s research is framed in a highly anglocentric way, and second, that some of the claims he made on the radio are not supported by his research. Read more ›

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Situated learning or indoctrination?

Lately I’ve been emailing with Bryan Meyer (@doingmath) about theories of learning and where you draw the line between learning and indoctrination. Bryan is a math educator, researcher, and radical constructivist, so when I was writing about students undergoing a process of socialization — which entails “becoming like” senior members of the community — he pushed back on this. He asked whether education can be considered to lead students to “become” something without necessarily “becoming like” their teacher or some other model. I asked what he meant, and he suggested I look at this article by Rochelle Gutierrez (PDF). Here’s my response:

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Semiotics and the development of number sense

What is a number, really? Or to put it another way: think of the lights on a traffic light, the segments of the circle in the Mercedes-Benz logo, the beats in one measure of a waltz rhythm, the way Julius Caesar divided up Gaul, the colors on the U.S. flag, a three-liter bottle of Coca-Cola – what do these things have in common? Philosophers have claimed that there is a Platonic essence of “three-ness” that exists in all of these instances, and math educators look for children to develop a “number sense” that allows them to recognize it in all its different manifestations. But what if this is looking at it backward? What if “three,” as a concept, begins in our direct experience of the world? I’m going to talk through this line of reasoning, drawing on previous research on the development of number sense in children, and thinking it out using the semiotic theory of C. S. Peirce.

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The Joseph Campbell Method of Social Science Research

The Hero's Journey

(Context)


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Sunday Reading

Lately I’ve been enjoying The New Inquiry’s Sunday Reading feature, which is meta-curated by Aaron Bady. In fact, one of my own articles was featured one time, which totally made my day.

The idea struck me recently that I should try to do my own, so I can keep track of what I’ve been interested in, and so that my readers can see what I’m interested in that isn’t (or is only tangentially) related to linguistics. So, without further preamble, here we go:
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Book mash

image

“So, what are you going to do
with that excitable speech?”
The hidden life
Of girls talking science
Amongst mathematicians

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