Thursday, June 3
Title: Breaking it Down: A Conversation about How Qualitative Scholars Advance Culturally Relevant Research
Abstract: Dr. Leslie C. Moore will host an engaging conversation with two of our workshop presenters,
Dr. Marcelle Haddix and Dr. Casey Wong, joined by OSU faculty Dr. Tim San Pedro. Faculty often talk
about the topics of their research, but not always about their epistemological, ontological,
axiological and methodological intentional choices they make and why. This session will explore
how scholars conduct culturally relevant research and the ways in which they push themselves to
develop cutting-edge methodologies that reflect these perspectives. The scholars will also talk
about what has gone wrong in the past and how they have made changes to address it moving
forward. There will be plenty of time for questions and conversation.
Dr. Leslie C. Moore
Associate Professor, Applied Linguistics
Teaching and Learning, The Ohio State University
Dr. Marcelle Haddix
Dean’s Professor and Chair, Reading and Language Arts Department
Syracuse University School of Education
Co-Director, Lender Center for Social Justice
Dr. Casey Wong
Postdoctoral Scholar, UCLA Center for the Transformation of Schools
Research Associate, Center for Race, Ethnicity, and Language
Dr. Tim San Pedro
Associate Professor of Multicultural and Equity Studies in Education
College of Education and Human Ecology
The Ohio State University
Leslie C. Moore, PhD (she/her) is an Associate Professor of Foreign, Second and Multilingual Language Education and Language, Education and Society in the Department of Teaching and Learning, College of Education and Human Ecology, at The Ohio State University. Dr. Moore is an applied linguist and a linguistic anthropologist. Her research examines the social and cultural patterning of learning and language development in communities whose members use multiple languages and participate in multiple learning traditions. Dr. Moore has three overarching goals in studying children’s educational experiences and developmental trajectories as learners and users of multiple codes across contexts: (1) to expand and deepen our understanding of diverse community practices of language use, teaching, and learning and how they vary across time and space; (2) to contribute to the empirical and theoretical bases on which formal and informal education may be made more effective for children learning in an additional language or variety of a language by understanding and drawing upon the repertoires of practice they develop across multiple sites and activities; and (3) to participate in and contribute to the translation of research into educational practice. Her research in Ohio, Cameroon, and the Netherlands has been funded by the National Science Foundation, the Ford Foundation, the Spencer Foundation, and Fulbright. Dr. Moore is currently engaged in two projects: a study of informal science learning for dual language learners from diverse cultural and linguistic backgrounds (in collaboration with COSI, our local science center) and a study of adult assessments of Black children’s narrative language (with Dr. Monique Mills, Speech and Hearing Scientist, University of Houston).
Click here for Dr. Moore’s website.
Marcelle Haddix, PhD (she/her) is a Dean’s Professor and chair of the Reading and Language Arts department in the Syracuse University School of Education, where she is an inaugural co-Director of the Lender Center for Social Justice. She is the 2019 President of the Literacy Research Association. She facilitates literacy programs for adolescent and adult communities in Syracuse, including the Writing Our Lives project for urban youth writers and a Black women’s literary club and free library project.
Dr. Haddix’s scholarly work is published in Research in the Teaching of English, English Education, Linguistics and Education, and Journal of Adolescent and Adult Literacy. Her book, Cultivating Racial and Linguistic Diversity in Literacy Teacher Education: Teachers Like Me, received the 2018 Outstanding Book Award from the American Association of Colleges for Teacher Education.
Casey Philip Wong, PhD (he/him) is currently a Postdoctoral Scholar in the UCLA Department of Anthropology, as well as a Visiting Scholar within the USC Rossier School of Education. In 2019, Dr. Wong received his PhD from the Race, Inequality, and Language in Education program at the Stanford Graduate School of Education, with a concurrent Master’s in Linguistics. Recently recognized with the 2021 UCLA Chancellor’s Award for Postdoctoral Research, Dr. Wong’s qualitative research blends the multiple lenses of critical race studies, linguistic anthropology, and Black Feminism to examine how historically and institutionally marginalized students are provided opportunities to engage in authentic learning experiences that sustain their cultures, languages, and communities (i.e. culturally sustaining pedagogy). He was most recently an invited panelist for a Presidential Session at the American Educational Research Association on creating expansive and equitable learning environments (virtual), and an invited presenter for a Presidential Session on Hip Hop Pedagogies at the American Association of Applied Linguistics (Chicago), as well as a speaker at the International James Baldwin Conference (Paris). His dissertation was a finalist for the 2019 NWSA/UIP First Book Prize and is entitled Pray You Catch Me: A Critical Feminist and Ethnographic Study of Love as Pedagogy and Politics for Social Justice. Dr. Wong’s most recent publication, “The Wretched of the Research: Disenchanting Man2-as-Educational Researcher and Entering the 36th Chamber of Education Research,” appeared in the Review of Research in Education in March 2021. He synthesized how educational researchers from overlapping and interconnected Black, Indigenous, Latinx, Asian, and Pacific Islander communities have gathered, interpreted, and shared educational knowledge, and theorized how the field of education might more broadly integrate these understandings to conduct research for collective liberation. Dr. Wong has worked with activists in Hip Hop Education to organize four Think Tank gatherings, as well as a Culturally Sustaining Pedagogy (CSP) conference that brought together leaders working for educational justice. He is working alongside H. Samy Alim and Django Paris to organize a follow-up convening which will take place in July 2021, and to conduct research as a part of a Lyle Spencer-funded project exploring CSPs across the world. Dr. Wong has been working inside and outside of schools to heal, cultivate critical thinking, and educate for collective liberation with K-16 youth, from Oakland to NYC, for over 12 years.
Tim San Pedro, PhD (he/him) is an Associate Professor of Multicultural and Equity Studies in Education, College of Education and Human Ecology, at The Ohio State University. Dr. San Pedro’s scholarship focuses on the intricate link between motivation, engagement, and identity construction to curricula and pedagogical practices that re-center content and conversations upon Indigenous histories, knowledges, and literacies. His work forwards Culturally Sustaining, Humanizing, and Indigenous Pedagogies and Methodologies.