Browsing by Author "Santamaría Graff, Cristina"
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Item Beyond the Color Lines: A Duoethnography of Multiraciality and Unhooking(Brill, 2021) Santamaría Graff, Cristina; Manlove, JoshWhat does it mean to unhook from whiteness, specifically in academic spaces, when one self-identifies as a multiracial scholar of mixed white heritage? Beyond the Color Lines is an exploration of this question and means locating oneself or being located by others on the margins or outside of a color line that, in the U.S., is historically Black/white. As a self-identified biracial Mexicana and a multiracial Filipino, the authors share the complexities and nuances of their racialized experiences and identifications through Duoethnographic methodology. (Re)tellings of their lived experiences unearth difficult truths that bring into focus moments where racism, monoracism, colorism and differential micro-racialization (as explained through a MultiCrit framework) made each question their own identities in relation to their whiteness (e.g., passing, code-switching) as well as their affinity for and comfort in their avowed identities—those which most feel “like home.” Through dialogic exchange, where they co- and de-constructed complex ‘landscapes’ of identity, they emerged with deeper ‘sensemaking’ not only of their own ‘mixed’ identities, but also of ways to examine fluid typologies of multiracial identity and their connection to “unhooking.”Item Black Grandmother Power: The Art and Wisdom of Caregiving and Leadership(2024-02) Rowley, Latosha Morvette; Jackson, Tambra; Santamaría Graff, Cristina; Murtadha, Khaula; Morton, CrystalBlack grandmothers often take on the dual role of caregivers and leaders within their families. The caregiving and leadership practices demonstrated by grandmothers enables Black children to resist social inequities and oppression that they encounter in their lives. The narratives of Black grandmothers and their caregiving and leadership roles remain underexplored/absent from the existing research on the Black family. This research proposes to fill the gap in literature by analyzing multiple case studies in which Black grandmothers testify to their lived experiences with deploying caregiving love to ensure the social, emotional, physical, educational, and spiritual well-being of their grandchildren. These case studies have been analyzed through the theoretical lens of Africana Womanism and Black Womanist Leadership. By understanding the leadership experiences and efforts of Black grandmothers, as well as the barriers they have encountered because of their intersectional positionalities they occupy, there are applicable insights into culturally responsive school leadership, instruction, curriculum, policies, and practices. Uncovering these insights can improve academic growth and development for Black children.Item Bridging Frameworks for Transformative Service Learning(2023) Price, Jeremy F.; Santamaría Graff, CristinaThis handout accompanies a presentation about transformative service learning. It is designed for you to consider your own contexts and service learning projects to consider how to design, facilitate, and reflect on service learning that sustains long-term mutually-beneficial partnerships.Item Calcifying Sorting and Segregating: Brown at 60(Allen Press, 2014) Santamaría Graff, Cristina; Kozleski, ElizabethThe 2007 Parents Involved in Community Schools v. Seattle School District No. 1. Supreme Court 5:4 decision suggests that the Court is divided in its interpretation of Brown and its intent in addressing racial segregation. Although Brown intended equal educational opportunities through desegregation practices, local attempts to achieve racial balance created microclimates for continued minoritization. The Parents Involved decision seems to have impacted Seattle's implementation of the Individuals with Disabilities Education Act (IDEA), suggesting seepage between limits on Brown and increasing disproportionality. Additionally, local school and housing policies collude with cultural practice to maintain a social and political order that continues to disadvantage students who belong to minoritized groups segmented by race, ethnicity, immigrant status, and language, often cloaked as a response to disability.Item CEISL Equitable and Inclusive Throughlines(2020) Price, Jeremy F.; Hall, Ted; Santamaría Graff, Cristina; Magee, Paula; Moreland, Brooke; Waechter-Versaw, AmyA graphic representation of the Throughlines that guide the work of the Collaborative for Equitable and Inclusive STEM Learning (CEISL): Empowering Families and Communities, Coalition Building, Equitable Practices and Systems, Multiple Ways of Knowing and Doing, Intentional Use of Technology, and Deep and Transformational Learning.Item CEISL K-12 Teacher Professional Development at Partner Schools(2022) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Santamaría Graff, Cristina; Magee, Paula; Russo, Kelly Wray; Willey, CraigThis piece outlines the theoretical framework and customization for in-person partner school professional development. Customized and standard professional development maps are embedded. This work is part of the Student Learning Recovery Program funded by the state department of education.Item CEISL Teacher Network Concept & Design(2021) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Magee, Paula; Willey, Craig; Santamaría Graff, Cristina; Knoors, AJ; Kirby, GabrielleThis working paper describes a Teacher Network designed to provide remote and distributed professional development to teachers across the state post pandemic. The network intended to impact teachers’ perceptions about equitable and inclusive uses of technology, decisions about curricular materials, and their perceptions of cultural positionality and dispositions for engaging with students. This concept provided opportunities to learn about how to engage teachers around strengthening their criticality and the affordances of collaborative professional learning, by centering teacher voice and fostering teacher agency in disrupting the status quo in k-12 education.Item Co-Investigation and Co-Education in ‘Family as Faculty’ Approaches: A Repositioning of Power(Taylor & Francis, 2021) Santamaría Graff, CristinaFamily as Faculty (FAF) approaches originate from family-centered healthcare models and have been adapted in special education teacher education programs to positively influence and impact pre-service special education teachers’ dispositional understandings of working and collaborating with parents/families. However, the majority of research centered on these approaches fails to address issues of equity, specifically uneven power relationships between teachers and families. This paper expands upon FAF approaches by integrating conceptual framings linked directly to critical pedagogy, such as co-investigation and co-education, as integral components in addressing power relations between future special education teachers and multiply marginalized families of children with disabilities. Deliberate repositioning of parents/families as co-investigators/co-educators within research and teacher education programs targets uneven power dynamics to further assist future teachers in critical self-reflection of their own power and privilege in relation to the students and families with whom they will work.Item Critical Service-Learning as a Vehicle for Change in Higher Education Courses(Taylor & Francis, 2018) Warren-Gordon, Kiesha; Santamaría Graff, Cristina; School of EducationItem Digital Education Hub Critical Trajectory(2021) Price, Jeremy F.; Magee, Paula; Santamaría Graff, Cristina; Hall, Ted; Moreland, Brooke; Waechter-Versaw, AmyThis diagram is a representation of the trajectory that the Digital Education Hub project has developed for educators and community members to deepen practices, decision making, and dispositions to facilitate a more equitable and inclusive learning environment.
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