Jihea Maddamsetti

专业知识

文章

Maddamsetti J. (2023). Can Subaltern, Multilingual and Multidialectical Bodies Feel? An Aspirational Call for Undoing the Coloniality of Affects in English 学习 and 教学. Taboo: The Journal of 文化 and 教育 , pp. 1-40.

Maddamsetti J. (2023). Diffractively Thinking about Teacher Identity in Body Mapping as Performance, Intersectional Positionality, and Material-Discursive Enactment. The Qualitative Report 28 (9) , pp. 2540-2561.

Maddamsetti J. (2023). Navigating Emotion Work by Using 社区 Cultural Wealth: Student 教学 Experiences of Teacher Candidates of Color. 股本 & Excellence in 教育 , pp. 1-34.

Maddamsetti J. (2022). Drawing Bodies and Mapping Pedagogical Spaces: Multimodal Counternarratives of Elementary Teacher Candidates of Color in Urban Field Sites Introduction. 都市评论 , pp. 1-33.

(2022). Using Body Maps to Understand Elementary Teacher Candidates’ Embodied Understanding of Care Related to Intersectional Marginalization during the COVID-19 Pandemic. Action in Teacher 教育 , pp. 1-20.

Maddamsetti J. (2021). 培养资产- - - - - -, 股权- - - - - -, and Justice- Oriented Identities: Urban Field Experiences of Elementary Preservice Teachers of Color. 城市教育 , pp. 1-21.

Maddamsetti J. (2021). Elementary ESL Teachers’ Advocacy for Emerging Bilinguals: A Third Space Perspective. Pedagogies: An 国际 Journal , pp. 1-17.

Maddamsetti J. (2021). Exploring an Elementary ESL Teacher’s Emotions and Advocacy Identity. 国际 Multilingual 研究 Journal , pp. 1-19.

Maddamsetti J. (2021). Navigating Emotion Work by Using 社区 Cultural Wealth: Student 教学 Experiences of Teacher Candidates of Color . 股本 & Excellence in 教育 , pp. 1-34.

Maddamsetti J. (2020). Cultivating Culturally Relevant and Sustaining Pedagogy through Field Experiences: Discourses of Elementary Preservice Teachers of Color. 新教育者 16 (4) , pp. 352-375.

Maddamsetti J. (2020). Elementary pre-service teachers’ practice of racial literacy: analysis of small stories in online critical inquiry communities. 教学教育 , pp. 1-21.

Suh Y.B. J.madamsetti, J. 布兰尼，A. (2020). Experiences of African American Teachers in Desegregated PK–12 学校: A Systematic Literature Review. 17 (2) , pp. 271-293.

Maddamsetti J. (2020). Intersectional Identities and 教学 Practice in an Elementary General Classroom: A Case Study of a Plurilingual Teacher Candidate. Journal of Language, Identity & 教育 19 (5) , pp. 1-17.

Maddamsetti J. (2020). Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, 情感, and Social Perspectives. Journal of Language, Identity, and 教育 , pp. 1-18.

辽、W. and Maddamsetti J. (2019). Transnationality and Teacher Educator Identity Development: A Collaborative Autoethnographic Study. Action in Teacher 教育 41 (4) , pp. 287-306.

Maddamsetti J. (2019). Where All the Good Teachers are Cape Verdean Americans: A White Teacher’s Identity Positionings in an Urban Elementary School. 都市评论 52 (1) , pp. 100-126.

Maddamsetti J. (2018). Perceptions of pre-service teachers on mentor teachers’ roles in promoting inclusive practicum: case studies in US elementary school contexts. Journal of 教育 for 教学 44 (2) , pp. 232-236.

Maddamsetti J.弗伦诺，T. 罗森，C. (2018). 谁来教? A Chinese teacher candidate’s understandings of a good teacher and racialised experiences. Asia-Pacific Journal of Teacher 教育 46 (2) , pp. 148-166.

Maddamsetti J. (2017). Creating a Counter-Space through Listening to and 学习 from a Korean Preservice Teacher’s Experience. Journal of 教育al Issues 3 (1) , pp. 141-154.