Current Search:   Rios, Gabriela (x)

View All Items

  • CSV Spreadsheet
(1 - 3 of 3)
Investigating Place in the Writing Classroom: Designing a Place-Based Course with a Local Service-Learning Component
Title
Investigating Place in the Writing Classroom: Designing a Place-Based Course with a Local Service-Learning Component.
Creator
Pompos, Melissa, Bowdon, Melody, Pigg, Stacey, Rios, Gabriela, University of Central Florida
Abstract / Description
Drawing on literature about place-based education and service-learning, as well as three groups' perspectives about their service-learning experiences, this research describes how place (understood simultaneously as a material agent, a setting for human activity, and a factor in an individual's situatedness) and identity (understood in terms of one's social position) are socially- constructed concepts that impact students' writing and learning experiences. More specifically, this project...
Show moreDrawing on literature about place-based education and service-learning, as well as three groups' perspectives about their service-learning experiences, this research describes how place (understood simultaneously as a material agent, a setting for human activity, and a factor in an individual's situatedness) and identity (understood in terms of one's social position) are socially- constructed concepts that impact students' writing and learning experiences. More specifically, this project presents place-based education as a teaching method that can focus and reinvigorate service-learning in a writing course.Including place-based content and service-learning projects in a writing course requires careful design and reflection. However, course design should not be an activity limited to just teachers. In alignment with feminist research methods and standpoint theory, this research values and privileges the perspectives of stakeholders who are not normally included in the course design process: students and community partners. To present a rich account of these stakeholders' experiences designing, implementing, and participating in a place-based service- learning project, a combination of qualitative data methods (interviews, classroom observations, and textual analyses) is used. This information serves as the basis for the design of a place-based writing course with a local service-learning component. The proposed course asks students to work with community partners to identify a place-based need that can be addressed(-)at least in part(-)by writing-related service. By collaborating with community partners, creating writing products that address community needs, and reflecting on how their identities and learning experiences have been impacted by the places they've worked and the communities they've worked with, students can apply their knowledge in meaningful contexts, write for real audiences, and develop more thorough understandings of the places where they study, work, and live.
Show less
Date Issued
2015
Identifier
CFE0005865, ucf:50853
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005865
Martin Cenquizqui
Title
Martin Cenquizqui.
Creator
Guillen, Christina, Nwakanma, Obi, Rios, Gabriela, Milanes, Cecilia, University of Central Florida
Abstract / Description
The historical novel, Cort(&)#233;s Cenquizqui, set in sixteenth century Mexico and Spain, follows the conflicted lives and minds of several characters through an age of freshly crossing culture, language, and power. The narrator, Maria de Quesada of high ranking Spanish and Mexica parents, resents the white world for condemning her work as a female healer or curandera. Yet she acknowledges that she is ill-equipped to leave Mexico City to live in the outlying Indigenous villages. Maria...
Show moreThe historical novel, Cort(&)#233;s Cenquizqui, set in sixteenth century Mexico and Spain, follows the conflicted lives and minds of several characters through an age of freshly crossing culture, language, and power. The narrator, Maria de Quesada of high ranking Spanish and Mexica parents, resents the white world for condemning her work as a female healer or curandera. Yet she acknowledges that she is ill-equipped to leave Mexico City to live in the outlying Indigenous villages. Maria recalls the tale of her three brothers who were caught in a web of pride and prejudices. Her interjections throughout shed light on questions of feminism, nationalism, identity, diversity, love, and queerness. Her tragic story leaves the reader with an understanding of the outsider and of hopeful possibilities for the future.This novel calls on a biblical passage and historical documentation. Page 39 and 191 are examples of the biblical passage and documented speech from historical persons used within the literary context of this work.
Show less
Date Issued
2014
Identifier
CFE0005176, ucf:50657
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005176
The Normalization Process of Multimodal Composition: "Unseeing" People of Color in Multimodal Composition Scholarship
Title
The Normalization Process of Multimodal Composition: "Unseeing" People of Color in Multimodal Composition Scholarship.
Creator
Davis, Yumani, Rios, Gabriela, Roozen, Kevin, Pigg, Stacey, University of Central Florida
Abstract / Description
This study attempts to identify normalization cues within multimodal scholarship to highlight moments of (")un-seeing(") multimodal composing practices and theoretical contributions from non-Western traditions. Advocates of this approach to teaching composition understand it as an effective way for incorporating other voices into the curricular structures of composition courses. However, the instructional resources do not include or cite research that does not lend itself easily to dominant...
Show moreThis study attempts to identify normalization cues within multimodal scholarship to highlight moments of (")un-seeing(") multimodal composing practices and theoretical contributions from non-Western traditions. Advocates of this approach to teaching composition understand it as an effective way for incorporating other voices into the curricular structures of composition courses. However, the instructional resources do not include or cite research that does not lend itself easily to dominant views of composing within academia. I assert that academia must go further with how value is assessed. There is research that acknowledges the multiliteracies practices found within subcultures of America, and plenty of work that deems the communicative practices observed in these subcultural communities as valuable. However, it is more than just including and citing scholarship from and about people of color's compositional practices, academia must also employ these ways of knowing and being to fully empower students and utilize the knowledge that the students bring with them to the FYC classroom. The dominant assignment genre in academia is the academic essay. Other dominant methods of communication and transferring scholarship are the journal article, annotated bibliography, proposal, and personal essay. Not to mention the many scholars who have critiqued academia for privileging print literacies, which although may be multimodal, promotes a multimodality of one culture and ideological standpoint. Although the seminal texts from the study offer exceptional multimodal composition research and classroom resources, if we can agree that (")the mission of education is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life(") and that literacy pedagogy, essentially what the FYC course offers, (")is expected to play a particularly important role in fulfilling this mission,(") then failing to see the value and utilize the scholarship from and about people of color ensures those that are marginalized continue to be (")un-seen(") and students remain unprepared for the tasks of composing and communicating outside of school (New London Group 60).
Show less
Date Issued
2015
Identifier
CFE0005779, ucf:50071
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005779