Dr. Evangelina Bustamante Jones, Ph.D.
Associate Professor Emerita Dr. Evangelina Bustamante Jones (email@example.com) teaches courses in the Bilingual Credential Multiple and Single Subject credential programs, as well as in the M.A. degree programs. Her expertise is literacy in L1 and L2.
- Ph.D., Claremont Graduate University and San Diego State University (1998)
Dissertation: Mexican American Teachers as Cultural Mediators: Literacy and Literacy Contexts through Bicultural Strengths
- Master of Arts, Secondary Education, Arizona State University, College of Education (1970)
Emphasis - Teaching of English to Other Culture Students: A Fellowship Program for Prospective Teachers of English
- Bachelor of Arts, Arizona State University, College of Liberal Arts (1968)
Emphasis: Major, English; Minors, Social Science and Education
- Credentials Held: Single Subjects, English and Social Studies, Life, #STC107825
Multiple Subjects, Clear, #TC492460
I was born in Phoenix, Arizona in 1946, the youngest of four daughters. My parents, though born in Arizona and bilingual, spoke only Spanish in our home. My sisters and I learned English upon entering school, and our experiences in English submersion have been central to my focus as a teacher of literacy. My dissertation is about bicultural bilingual teachers like me and what they do in their classrooms with children who come from similar cultural and socioeconomic backgrounds.
I feel fortunate that I can integrate my ideology with my participation in university and community groups, my teaching, and my research. Each involvement generates rich cross-fertilization and affirmation of the other. Through teaching and research, the themes of social justice and educational equity manifest themselves most clearly through the content and instruction of the courses I teach. Critical pedagogy proposes an educational paradigm that differs from current practice. An outcome of critical pedagogy is critical literacy; the development of critical literacy is crucial in people who have been marginalized in our country--people of color and members of low socioeconomic classes. I believe that critical literacy is the means we can use to create a more just, democratic society in which all people can fully participate.
- Articles in Refereed Journals
- Rodríguez, J. L., Jones, E. B., Pang, V. O., & Park, C. D. (2004). Promoting academic achievement and identity development among diverse high school students. The High School Journal, 87, 44-53.
- Jones, E. B. (Fall 2000). Mexican American teachers as cultural mediators in the development of literacy. The Journal.of the Association of Mexican American Educators, 33-44.
- Jones, E. B., Pang, V. O., & Rodriguez, J. L. (Winter 2001). Social studies in the elementary classroom: Culture matters. Theory Into Practice, 40 (1), 35-41.
- Jones, E. B., Young, R. L., & Rodriguez, J. L. (1999). Identity and career choice among Latino and Euro-American pre-service bilingual teachers. Hispanic Journal of Behavioral Sciences, 21 (4), 431-446.
- Sano, H., Fukushima, O., Jones, E. B., Chamley, J. D., Young, R. L.,& Aste, M. (1999). Teachers' attitudes toward problem behaviors in Japan and the U.S. Pacific Education Research Journal, 10(1), 73-86.
- Chapter in a Refereed Edited Book
- Jones, E. B. (2006). What happened to social studies and civic education? Looking at the effects of accountability on immigrant children, second language learners, and the urban poor. In E. W. Ross & V. O. Pang (General Eds.) & R. T. Jiménez & V. O. Pang (Vol. Eds.), Race, ethnicity, and education: vol. 2: Language and literacy in schools, 55-71. Westport: Praeger Perspectives.
- Jones, E. Culturally relevant instruction: Theory and classroom practice. (2004). In A. M. Johns & M. Sipp (Eds.), Addressing diversity in the college classroom.. University of Michigan Press.
- Chapter in an Edited Book
- Jones, E. B. & Pang, V. O. (2004). Caring-centered multi-cultural education: Addressing the academic and writing needs of English Learners. In K. Kesson & E. W. Ross, (Eds.), Defending public schools: Teaching for a democratic society. Praeger Press.
- Jones, E. B. (2002). Critical consciousness and problem posing in teacher education courses. In A. Darder (Ed.), Teachers Revinventing Freire: Living a Pedagogy of Love. Westview Press.
- Chapter in an Occasional Paper Series
- Jones, E. B. (1998). The development of critical consciousness through reflective processes in a literacy methods course. In A. Darder (Ed.), Teaching as an Act of Love: Reflections on Paulo Freire and His Contributions to Our Lives and Our Work (pp. 55-58). Ontario, CA: California Association for Bilingual Education.
- Jones, E. (1998). Mexican American teachers as cultural mediators: Literacy and literacy contexts through bicultural strengths. Claremont and San Diego, CA: The Claremont Graduate University and San Diego State University.
- Curriculum and Instructional Design, Policy Studies Masters Program (PLC 650)
- Content area reading methodology, Single Subject Bilingual Credential Program (PLC 933)
- Social Studies Methods for Bilingual Students, Multiple Subjects Bilingual Credential Parkview School Block (PLC 911)
- Supervision, Policy Studies Single Subjects Bilingual Credential Program
- Supervision, Policy Studies Multiple Subjects Bilingual Credential Programs
Available upon request: firstname.lastname@example.org
Dr. Jones and her husband Chuck lived in Alpine, California. They previously lived in Imperial Valley. They both have adult children from previous marriages, but they find themselves playing the role of parents to various cats.
Last Modified 09/6/10 12:07