CSP 1 (Im)migrant Communities of California
Team-Taught–Mary Christianakis, Ph.D.; Salvador Fernández, Ph.D.; and Richard Mora, Ph.D.
This course offers students the opportunity to analyze the sociohistoric, legal, and cultural tensions surrounding various (im)migrant communities in California. Students will explore the various waves of (im)migration across time to understand the diverse communities of California. Students will also build critical and interpretive capacities through the examination of state policies, statistics, and various historical and empirical studies. Additionally, through the construction and revision of several expository, research-based writings on immigration, students will hone their writing, argumentation, and presentation skills.
CTSJ 105 Immigration and Education
This course will locate the topic of immigration and education within historical, legislative, and cultural debates on what it means to be an American and who has the right to an Education. Students will explore and debate precedent-setting Supreme Court cases, such as Mendez v. Westminster, which challenged the segregation of Mexican children into separate schools, and Lau v. Nichols, which fought hard for non-English speaking students to have linguistic access to the public school curricula. In addition, students will research the historical antecedents to the recent anti-immigrant movements in California, Arizona, and Colorado, which target the use of languages other than English in school settings, and have all but abolished bilingual public schools. Against this historical and legislative backdrop, students will examine ethnographic research detailing the persistent challenges that immigrant children face in schooling, including migrant children, and the ways in which they, their parents, and communities experience those challenges. This course will count towards the Critical Theory and Social Justice (CTSJ) Major, as an Education Minor elective, and also fulfill the group 6 (Intercultural) geographical group for Core Program requirements.
CTSJ 210 Mother Goose to MySpace: Children’s Literature and Popular Texts
Why did the London Bridge fall down? Is Rub-a-dub-dub really about bath time? Why didn’t an old man live in a shoe? Who is more imperialist, Babar or Peter Pan? Is Tinky Winky gay? Is South Park a children’s show? Is Harry Potter a Hero? How tired was Rosa Parks? Using different critical approaches, this course will examine children’s poetry, picture books, novels, cartoons, feature films, and music videos. Analysis will include topics related to gender, race, culture, and nation, as they play out in the aesthetics, images, and poetics of children’s texts.
CTSJ 211 Critical Pedagogy
Critical pedagogy aims to develop collective critical consciousness for the purpose of transforming oppressive socio-political conditions. In this course students will study critical pedagogy from historical political and sociological perspectives. Students in the course will consider traditional student/teacher relationships pedagogical approaches as well as hierarchies of knowledge promulgated by schools and textbook publishers. Students will analyze and critique theories of the Frankfurt School and the emancipatory works of Paolo Freire the most renowned critical pedagogist. Additionally contemporary readings from Henry Giroux bell hooks and Peter McLaren will focus on critical pedagogy in relation to social structures globalization media and race. Emphasis topic: Postcolonial Theory
CTSJ 215 Critical Discourse Analysis
This seminar introduces students to discourse analysis as the ontological and epistemological deconstruction of every day language and symbols and their relationship to power. Throughout the course students develop techniques for gathering and analyzing multimodal transcripts of naturally occurring conversations interviews discourses in institutional settings media discourses and texts of historical materials. The course draws from systemic functional linguistics genre/text studies multi-modal semiotics interactional sociolinguistics and critical social theory to understand how linguistic features of texts constitute and are constituted by the social cultural and local relations processes and contexts in which they are embedded. Using a seminar format students will engage the readings and apply discourse analysis strategies in order to develop their own independent qualitative research projects.
CTSJ 310 Qualitative Interview Methods
This course is designed to introduce students to the methods and approaches used in qualitative interviewing. In addition to structured interviews students learn about semi-structured biographical and narrative interviewing methods. The course also explores the ethical dilemmas and research challenges inherent during interviewing as well as the details of conducting qualitative interviews. By the end of the semester each student will have constructed modified conducted analyzed and written up an interview study. Satisfies the experiential learning requirement.
CTSJ 311 Children, Poverty, and Public Policies
In this course, students examine contemporary child poverty both in the United States and abroad. Topics include how poverty is defined both locally and globally, the numbers and distribution of poor children, as well as the causes of child poverty. Readings explore poverty in relation to education, economics, homelessness, child labor, family, gender, and race. Students analyze historical anti-poverty policies such as the New Deal, the War on Poverty, and the United Nations Convention on the rights of the child, as well as contemporary proposals to reduce child poverty such as childcare, welfare, job training, job creation, and tax policy.
CTSJ 312 Language, Literacy, and Culture
This course combines theory and practice in the study of language and literacy across cultures and institutions. It will introduce students to competing theories of language and literacy development and the politics that undergird those theories. The course will also explore topics such as gender race culture and ethnicity as they intersect and shape language learning. Students will learn about language acquisition heritage languages language variation dialects and bilingualism. The course will also explore controversies surrounding multimodal literacies involving speech writing drawing pictures video and music.
CTSJ 340 Critical Ethnography
In this course students learn how to do ethnographic research and writing by conducting exercises in participant-observation on or near campus. We review the history of the ethnographic method and its relation to anthropology and the colonial encounter. We also discuss what makes an ethnography critical and the tensions between ethnography sympathy and critical theory. Authors we read include Malinowski Geertz Delmos Jones Dorinne Kondo Renato Rosaldo Ruth Behar Jim Thomas and Kamala Visweswaran. Satisfies the experiential learning requirement. Emphasis topic: Postcolonial Theory.
Articles (Double-Blind Peer Reviewed)
Christianakis, M. & Mora R. (2016). “(Re)writing identities: Past, Present, and Future Narratives of Young People in Juvenile Detention Facilities. Life Writing.
Christianakis, M. (2015). “Victimization and Vilification of Romani Children in Media and Human Rights Organizations Discourses Social Inclusion, 3(5):48-63.
Mora, R. and Christianakis, M. (2015). “Elite Discourse on Unaccompanied Minors and the U.S.-Mexico Border.” iMex, 8: 87-9.
Christianakis, M., Fernandez, S. and Mora, R. (2014). “Curricular and Pedagogical Intersectionalities.” Academic Exchange Quarterly 19(2): 95-100.
Mora, R. & Christianakis, M. (2012/2013). Feeding the school-to-prison pipeline: The convergence of neoliberalism, conservatism, and penal populism. Journal of Educational Controversy, 7(1).
Christianakis, M. (2011). Children’s text development: Drawing, pictures and writing. Research in the Teaching of English, 46(1), 22-54.
Christianakis, M. (2011). Hybrid texts: Older children, rap music, and writing. Urban Education, 46(5), 1131-1168.
Christianakis, M. (2011). Parents as “help labor”: Inner-city teachers’ narratives of parent involvement. Teacher Education Quarterly 38(4), 157-178.
Mora, R. & Christianakis, M. (2011). Charter schools, market capitalism, and Obama’s neoliberal agenda. Journal of Inquiry and Action in Education, 4(1), 93-111.
--[Christianakis, M. & Mora, R. (2015). Charter Schools & the Privatization of Public Schools. In P.R. Carr & B.J. Porfilio (eds.), The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?, 2nd Ed. Charlotte, NC: Information Age Publishing. Revised & Reprinted]
--[Mora, R. & Christianakis, M. (2013). Missing the Mark: Neoliberalism and the Unwarranted Rise of Charter Schools. In J. Gorlewski & B.J. Porfilio (eds.), Left Behind in the Race to the Top: Realities of School Reform. Charlotte, NC: Information Age Publishing. Revised, Updated, & Printed].
--[Christianakis, M. & Mora R. 2011. Charting a New Course for Public Education through Charter Schools: Where is Obama Taking Us? In P.R. Carr & B.J. Porfilio (eds.), The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism? (pp. 97-119). Charlotte, NC: Information Age Publishing. Revised & Reprinted]
Christianakis, M. (2010). “I don’t need your help!”: Peer status, race, and gender during peer writing interactions. Journal of Literacy Research, 42(4), 1-41.
Christianakis, M. (2010). Collaborative research and teacher education. Issues in Teacher Education, 19(2), 109-125.
Christianakis, M. (2010). Lessons for life: Roma children, communal practices, and the global marketplace. Perspectives on Urban Education, 7(2, 11-18.
Christianakis, M. (2008). Teacher research as a feminist act. Teacher Education Quarterly, 35(4), 99-113.
Book Chapters (Open Peer Reviewed)
Fernandez, S., Mora, R. & Christianakis, M. (abstract under review). Narco Narratives: Cultural Representations of Policing the U.S.-Mexico Border. In H.M. Karibo & G. T. Díaz (Eds.), Policing the North American Borderlands
Mora, R. & Christianakis, M. (Forthcoming). College Men, Hypermasculinity, and Sexual Violence. In E. Morris & F. Oeur (Eds.), Unmasking Masculninities in the 21st Century. Sage Press.
Mora, R. & Christianakis, M. (2015) Fit to be T(r)ied: Lost Childhood and the Criminal Court. In N.E. Dowd (ed.), A New Juvenile Justice: Total Reform for a Broken System (pp. 227-238). New York University Press.
Christianakis, M. & Mora, R. (2014) Educating, Not Criminalizing, Youth of Color: Challenging Neoliberal Agendas and Penal Populism. In P.L. Thomas, B. Porfilio, J. Gorlewski, & P.R. Carr (eds.), Social Context Reform: A Pedagogy of Equity and Opportunity (pp. 128-147). Routledge.
Mora, R. & Christianakis, M. (2013). Local Education Foundations and the Private Subsidizing of Public Education. In C. Gorski & J. Landsman (Eds.), The Poverty and Education Reader: A Call for Equity in Many Voices (pp. 339-348). Stylus Press.
Mora, R., Christianakis, M., & Fernandez, S. (2013). College Curriculum as Counter Discourse: The California Immigration Semester at Occidental College. In E. Daniels and B. Porfilio (Eds.), Dangerous Counterstories in the Corporate Academy: Narrating for Understanding, Solidarity, Resistance, and Community in the Age of Neoliberalism (Chapter 4). Information Age Publishing.
Christianakis, M. & Mora R. (2012). Urban latino parents’ narratives of parent involvement. In B. Gastic and R.R. Verdugo (Eds.), The Education of the Hispanic Population: Selected Essays.Charlotte, NC: Information Age Publishing.
Christianakis, M. & Mora, R. (2012). E pluribus unum: Elementary school narratives and the making of national identity. In H. Hickman and B.J. Porfilio (eds.), The New Politics of the Textbook: Challenging the Curricular Dominance of Textbooks (pp. 107-126). Sense Publishers.
Christianakis, M. & Mora, R. (2012). Class and the Representation of Workers in Children’s Television. In M.K. Booker (Ed.), Blue Collar Pop Culture in Television (pp. 210-223). Santa Barbara, California: Praeger Press.
Mora, R. & Christianakis, M. (2012). “No free rides, no excuses”: Urban Working Class Students and the Myth of Meritocracy on Film. In M.K. Booker (eds.). Blue Collar Pop Culture in Film (pp. 167-180). Santa Barbara, California: Praeger Press.
Christianakis, M. (2011). Teen Courts. In L. Finley (Ed.), Encyclopedia of School Crime and Violence.(2nd Ed., Vols. 1-2, pp. 488-490). Santa Barbara, CA: Greenwood Press.
Christianakis, M. (2011). New Jersey v.T.L.O (No.83-712) 469 US. 325. In L. Finley (Ed.), Encyclopedia of School Crime and Violence. (2nd Ed, Vols. 1-2, pp. 316-317). Santa Barbara, CA:Greenwood Press.
Christianakis, M. (2011). Veronia School District 47 J v. Acton et ux., Guardians ad Litem for Acton (No.94-590)515 U.S. 646. In L. Finley (Ed.), Encyclopedia of School Crime and Violence (2nd Ed., Vols. 1-2, pp. 499-501). Santa Barbara, CA:Greenwood Press.
Christianakis, M. (forthcoming). Vilma Socorro Martínez. In R.K. Rasmussen (Ed.), Great Lives from History: Latinos. Pasadena, CA: Salem Press.
Christianakis, M. (forthcoming). Antonia Hernández. In R.K. Rasmussen (Ed.), Great Lives from History: Latinos. Pasadena, CA: Salem Press.
Schneider, D.& Christianakis, M. (2006). [Review of the book Misreading Masculinity: Boys, Literacy and Popular Culture]. Men and Masculinities, 9(1), 120-123.
Christianakis, M. (2004). [Review of book Meeting of Minds]. Journal of Early Childhood Literacy, 4(3), 331-332.
Christianakis, M. (2002). [Review of book Children, Technology and Culture:The Impacts of Technologies in Children's Everyday Lives]. Contemporary Sociology, 31(3), 346-347.
Christianakis, M. (2010). Interview with James Gee. Newsletter of the California Council on Teacher Education. Gaddo Gap Press,21(1), 9-11.