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Faculty and Staff Profiles

Dina Lopez

Assistant Professor

School/Division

School of Education

Department

Teaching Learning and Culture: Bilingual Education & TESOL

Office

NA 4/211D

p: 212-650-7215

e: dlopez@ccny.cuny.edu

  • Profile

    Professor Dina López was born in Guatemala and raised in Providence, Rhode Island. After receiving her BA in Community Health from Brown University, she worked with community-based organizations in Providence around issues of adult literacy, language education, and immigrant rights. Professor López moved to the New York area to pursue an MS in Adult Education (with a focus on literacy) at Fordham University. She received her Doctorate of Education in International Educational Development from Teachers College, Columbia University. Her dissertation research was an ethnographic study of an English Literacy and Civics Education program in New York City—examining how federal policy was enacted by local policy actors.
     
  • Education

    Ed.D. Teachers College, Columbia University, International Educational  Development

    M.S. Fordham University, Adult Education (Concentration in Literacy)

    B.A. Brown University, Community Health

    Dissertation:

    Identity, Agency, and Language Learning: An Ethnographic Study of an English Literacy and Civics Education Program in New York City

     
  • Research Interests

    Dina López's research is located at the intersection of sociocultural approaches to language and literacy, the anthropology of education, and immigration and education.  Through her work, she examines the situated nature of educational practices, particularly as they relate to processes of social identification and student agency.  Her research is motivated by a desire to understand how language learners are positioned and position themselves in school and community discourses—attending to how global and transnational processes are manifested at the local level. 
  • Publications

    López, D. & Bartlett, L. (Forthcoming). Learning English, Negotiating Identities. In Leung, C. and Street, B. (Eds.) Handbook of English Language Studies. New York: Routledge.

    López, D. (2012). Immigrant identities in transnational contexts: The figured world of a New York City English Literacy and Civics Education classroom. In Urias, D. (Ed). The immigration & education nexus: A focus on the context & consequences of schooling. Boston, Massachusetts: Sense Publishing.

    Bartlett, L., López, D., Mein, E., & Valdiviezo, L. (2011). Adolescent literacies in Latin America. In Gadsden, V., Wortham, S. & Lukose, R. (Eds.), Review of Research in Education, Volume 34. American Educational Research Association (AERA).

    Bartlett, L., López, D., Vasudevan L., & Warriner, D. (2011). The Anthropology of Literacy. In Levinson, B. and Pollock, M. (Eds), A Companion to the Anthropology of Education.  Wiley-Blackwell.

    López, D. (2010). [Review of the books Hidden Literacies: Ethnographic Studies of Literacy and Numeracy Practices and Everyday Literacies in Africa: Ethnographic Studies of Literacy and Numeracy Practices in Ethiopia]. Anthropology and Education Quarterly, 41(4).

    Garcia, O., López, D., & Makar, C. (2010). Latin America. In Fishman, J. and Garcia, O. (Eds.), Handbook of Language and Ethnic Identity, Second Edition. New York: Oxford University Press.

    López, D., & Valdez Young, A. (2004). VozMujer: querer es poder: uniting language and leadership development for Latina immigrants. The Change Agent. 19, pp. 61-62.

     
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