Since 2010 I have been combining research, teaching and service by coordinating an after-school program that brings K-5 kids from a school in central Los Angeles together with undergraduate and graduate students to learn while playing and play with learning.

This page introduces the loving pedagogy that guides our work in this program, and shares a bit of what we have learned from this work:

Principles that guide our Transcultural Pedagogy of Heart and Mind:

  1. See from different perspectives and cultivate imaginative possibilities.
  2. Provide opportunities to connect across linguistic and cultural borders.
  3. Cross borders playfully, taking pleasure in transgressive aesthetics.
  4. Encourage experimentation with language forms and functions.
  5. Create room for collaborative, shifting and shared expertise.
  6. See where participants “light up” and become animated.
  7. Encourage understanding and “over-standing”.
  8. Motivate relational literacies.
  9. Nurture buds of development that can grow in different ways. 

Follow the link to read: Love and Animation as Missing Ingredients: A Conversation with Antero Garcia:

PUBLICATIONS

Books:

Marjorie Faulstich Orellana (2015). Immigrant Youth in Transcultural Spaces: Language, Literacy and Love. New York: Routledge.

Articles and Book Chapters:

Janelle Franco, Marjorie Faulstich Orellana and Megan Franke. (Forthcoming). “Castillo blueprint”: Young children utilizing multilingual literacy and numeracy to make meaning. Journal of Early Childhood Literacy.

Sophia Ángeles, Lucas Lundbye Cone, Sarah Jean Johnson and Marjorie Faulstich Orellana. (Forthcoming). Cultivating cultural competence through undergraduate service learning in a play-based after school program. In Puckett, T., Lind, N. and Blessinger, P. (Eds.) Cultural Competence in Higher Education. Bingley, UK: Emerald Press.

Marjorie Faulstich Orellana with Janelle Franco, Sarah Jean Johnson, G. Beatríz Rodríguez, Lilia Rodríguez and Andréa Rodríguez-Minkoff. (Forthcoming). A transcultural pedagogy of heart and mind: Core principles. In Pacheco, M. and Morales, P. Z. Transforming Schooling for Second Language Learners: Policies, Pedagogies and Practices. Charlotte, NC: Information Age Publishing.

Janelle Franco, Lilia Rodríguez and Marjorie Faulstich Orellana. (2019). Creando espacios para expander el conocimiento y el entendimiento mutuo a través del diálogo entre niños, estudiantes universitarios e investigadores. Decisio: Saberes Para La Acción en Educación de Adultos, 51: 57-62.

Marjorie Faulstich Orellana. (2017). Solidarity, transculturality, educational anthropology, and (the modest goal of) transforming the world. Anthropology and Education Quarterly.

Marjorie Faulstich Orellana, Sarah Jean Johnson, Andréa Rodríguez-Minkoff, Lilia Rodríguez and Janelle Franco. (2017). Learning to See: Fieldnotes as pedagogy for preservice teachers working with youth in an after-school program. Teacher Education Quarterly.

Marjorie Faulstich Orellana and Andrea Rodríguez-Minkoff. (2016). Cultivating linguistic flexibility in contexts of super-diversity.  International Journal of Sociolinguistics, 241: 125-150.

Valerie Kinloch, Joanne Larson, Marjorie Faulstich Orellana and Cynthia Lewis. (2016). Engaged community literacies: Diversity, equity and imagination. Literacy Research Association Yearbook.

Marjorie Faulstich Orellana and Gloria-Beatríz Rodríguez (2013). When standards mean standardization: Where does innovation go? In Patrick Shannon (Ed.) E/LA Common Core Standards: Compliments, Complexities and Concerns. New Hampshire: Heinemann.