Lenny Sanchez

• University of South Carolina

In this article, we present parallel narratives of an immigrant youth and her mother who have had to maneuver continual and abrupt interruptions in family cohesiveness and other daily experiences due to anti-immigrant policies and the materialization of being cast beyond love. We highlight how they created spaces of self-transformational love and c...

Although research endeavors on global-centric teaching and learning are increasing, there is much yet to understand on how classroom spaces can legitimize students’ capacities as globally literate members of society. In this article, we focus on the relational dimension of global literacies and examine how elementary students involved in a transnat...

URL: https://www.tcrecord.org/Issue.aspvolyear=2020&number=13&volume=122 This Yearbook is designed to demonstrate the ways in which race acts as a central force in the cross-cultural and cross-linguistic experiences of Black immigrant youth to create complex and nuanced ways of using literacies in and beyond classrooms. The Guest Editor, along wit...

Background Immigrant young people face many challenges in reconciling sociocultural differences that exist in their day-to-day experiences (e.g., school, home, peers), which raises important questions for how school settings can support these students’ navigation of these experiences. Much is yet to be learned about the manifestation processes for...

This book chapter takes a close look at two well-known reading assessments – running records and miscue analysis - that are often not put in conversation with the other when evaluating a reader's process. In order to explore what happens when using these assessments in tandem, we designed a single student case study involving a fifth grade girl and...

https://www.routledge.com/Reclaiming-Early-Childhood-Literacies-Narratives-of-Hope-Power-and-Vision/Meyer-Whitmore/p/book/9781138944381

The purpose of this study was to examine how young children and their teacher constructed literary meaning through engagement with postmodern picturebooks. We framed our enquiry around Langer’s Envisionment Building theory and specifically examined how young children formed meaning as they moved through Langer’s five stances during and after text e...

Teacher education for high-poverty schools is often understood as preparing teachers to master a set of best practices in order to hit the ground running and address the needs of students who are behind because of the achievement gap. Our own work has suggested that a necessary dimension of teacher learning across the lifespan involves interrogatin...

Although widely accessible, photography continues to be underutilized as an educative tool. In this article, the author discusses a need for photography to garner greater presence in the classroom, in particular as students link classroom learning to democratic pursuits. To facilitate this process, the author proposes photo activism as a useful mec...

Various domains require practitioners to encounter and resolve ill-structured problems using collaborative problem-solving. As such, problem-solving is an essential skill that educators must emphasize to prepare learners for practice. One potential way to support problem-solving is through further investigation of instructional design methods that...

This article draws on a four-year practitioner research study of a university partnership with an all-boys public elementary school to analyze students' socially situated literacy practices that occurred on the margins of a curriculum driven by high-stakes testing. We bring together critical literacy (Freire, 2007; Janks, 2010; Luke, 2000), realist...

This article suggests placemaking as a framework to more deeply understand how teaching and learning can take into account young children's cultural histories. Placemaking, a form of analysis commonly found in land development literature, critically interprets the relationship between power, politics and the production of place. In this article, pa...

Using conversational formative routines among students, this study focuses on the discursive practices found in two fifth-grade mathematics classrooms. The analysis considers student identity work situated in meaningful engagement in knowledge practices. Particular attention is paid to how students become proficient in speaking the language of math...