December 6, 2023 • 18 mins
Join us in this enlightening episode of the Inquiry Oasis as we delve into the inspiring work of Dr. Iliana Reyes at the University of Arizona, College of Education. Dr. Reyes takes us through her vital role at the Borderlands Education Center, an initiative strengthened by a recent Department of Education grant. Her rich dialogues with children, pre-service teachers, and community stakeholders shed light on the multifaceted nature of education, from fostering inclusive experiences to enhancing local and global perspectives. This episode is a compelling exploration of the intersections of education, community connection, innovative teaching practices, and cultural understanding – an essential listen for those committed to a more engaged and reflective educational landscape.
Topics Discussed:
- University of Arizona's status as a Hispanic Serving Institution (HSI)
- Project ADALANTE and The Borderlands Education Center
- Interaction between pre-service teachers and young children's theories
- The role of educators in translating knowledge into practice
- Responsive teaching strategies for specific students and community needs
- International initiatives and the value of diverse local community experiences
- The 25th anniversary of the influential book "Funds of Knowledge"
Recommended Book:
Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms by Norma Gonzalez, Luis Moll, and Kathy Amanti
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jeffrey Anthony (00:02):
Welcome to the Inquiry Oasis, a
University of Arizona Collegeof Education and Podcast.
Here in the heart of theSonoran Desert, we bring
you conversations with ouresteemed faculty and staff
whose research impacts livesfrom Southern Arizona to the
far reaches of the globe.
Recording From the College ofEducation's Digital Innovation
and Learning Lab, we explorethe transformative power of
(00:24):
education in this border townwhere diverse cultures and ideas
converge, weaving a tapestryof innovation with compassion
and a sense of wonder.
Join us as we journey throughthe sands of curiosity,
unearthing insightsthat enrich and inspire.
So sit back and relaxas we invite you to dive
into the inquiry Oasis.
(00:46):
Thank you for tuninginto the Inquiry Oasis.
I'm your host, JeffreyAnthony, and today we are
delighted to be joined by Dr.
Ileana Reyes, the AssociateDean for Academic Affairs and
Community and InternationalPartnerships Here at the
University of ArizonaCollege of Education, Dr.
Reyes is also director of theBorderlands Education Center,
and throughout our conversationtoday, we will be exploring
(01:07):
the work undertaken at theBorderlands Education Center.
Its role in nurturinga vibrant ecosystem of
learning and research foreducators and researchers
in borderland communities.
And also the new partnershipwith Project ADALANTE,
funded by a $3 millionDepartment of Education grant.
So without further ado,let's dive into this
journey of explorationand discovery with Dr.
(01:28):
Reyes here in the,in the inquiry oasis.
It is an honor to bespeaking with you, Ileana.
Dr. Iliana Reyes (01:33):
I'm thrilled to be here, Jeffrey.
Jeffrey Anthony (01:35):
So before we dive into the main topic
of today's discussion, I washoping you could share with
our audience a bit of yourbackground and a bit of the
motivations that has createdthe path you are on today.
Dr. Iliana R (01:46):
Thank you so much.
It's really an honor to behere with all of you today.
And, to share just a littlebit about my background and
how that has, connections tomy own inspirations and goals
here as an associate dean andresearcher and professor at the
University of Arizona Collegeof Ed, it's really, that those
experiences as a young childand as a child of an immigrant
(02:06):
family that has really continuedto inspire me both as an
undergraduate student myself,and then going into the journey
of, exploring possibilitiesas a then graduate student, in
California, and now continueto inspire me, to be a, the
best professor and researcher.
Thinking about challenges atthe same time that we think
(02:28):
and really act on opportunitiesfor first generation students,
communities and their families.
Particularly thinking how totap into the knowledge of the
local communities in order tobring and connect, you know,
to our learning experiencesin the classroom, both in the
higher education here at theU of A, but also then for our
teachers, and educators tothink how to translate that
(02:50):
knowledge into the classroom.
Jeffrey Anthony (02:52):
Oh, that's fantastic.
So you're involved in researchin multilingual education,
early childhood education,and borderlands pedagogies.
What does this research entailand why is it critical in our
current educational context?
Dr. Iliana Reyes (03:05):
I'm so glad you asked this question
because it is critical notonly to the work that I have
done in the last 23 yearshere in the institution, but
really, because of the impactof what it means to understand
multilingual context, to deliverbest in the optimal practices
in the classroom, but alsoout of the classroom context.
And I think that's theconnection to the work
(03:26):
that we're doing at theBorderlands Education Center.
Where we hope to translateinto best practices, what we
learn in the classroom, butthe knowledge, that really
carries over to differentenvironmental school community
after school, programs.
So I think that's key,as a goal for us, in the
center, and particularly toconnect these opportunities.
(03:48):
For border, teachers,researchers, and communities.
There's something aboutunderstanding beyond the
geographical, experienceand situation, you know,
location of, ourselvesin the borderlands.
It really aboutthe knowledge and.
Stories.
That again, our students here,the U of A bring because of,
their growing experiences,but also that connection
(04:11):
of that local knowledge.
And I think that's somethingthat we can continue to
explore and it always dynamicbecause it changes according
to our student population.
Mm-hmm.
Jeffrey Anthony (04:21):
Well, that's interesting.
this is, uh, somethingthat's been a theme on
some of our podcasts.
The idea of learning throughwhat the community has to bring
to the process of educationand not so much the banking
model that, Paulo Freire willtalk about where a teacher
will tell you what to learn.
It's more treating thecommunity and the students as
subjects who can teach you ina dialectical relationship.
(04:42):
In a way I findthat fascinating.
The local knowledge from thatcommunities can bring to this?
Why is that so important?
Dr. Iliana Reyes (04:48):
When I reflect again on our experiences, with
our students here in highereducation in our classrooms, but
then also our interactions withstudents in our local districts
and their classrooms, I thinkof shifting the educational
paradigm, and when I say thatI think it's so critical to
come and approach learning.
(05:08):
And teaching from thecommunity based, knowledge.
And that is called theasset based, educational
paradigm, right?
Mm-hmm.
so the changing and theshifting of this paradigm is
to think, what do we need tolearn from these communities,
particularly these children andstudents in order to make it,
interesting in order to makeit, critical learning in terms
of what they wanna incur aboutand learn about, in the world.
(05:31):
And I connected particularlyto one of our, theoretical,
but really put into action,in practices in the classroom.
It is the asset based biculturalcontinuum model that I
have developed in the past.
In the last.
10, 12 years withmy colleague, Dr.
Andrea Romero, here at theUniversity of Arizona as
well, Where we started froma methodological approach,
(05:53):
but then we shifted, quitequickly to think about, so
what are the practices wheninterviewing, families when
interviewing teachers in SouthTucson in this case, and how
do, we together, shift theparadigm again, of really
learning their social capital,their funds of knowledge, in
order for us then as educatorsand researchers to think, oh,
(06:17):
these are the type of questionsthat we should be asking.
Because, their connectionto, whether it's a rural
community or a southern,Mexican background, community,
whatever the knowledge.
Capital that perhaps aseducators and researchers
we need to be tapping on andthen being able to translate
and share with the restof the, the educational system.
,Jeffrey Anthony: The Borderlands
(06:38):
an intellectual hub in the ruralborderlands of southeastern
Arizona and northern Mexico.
Can you speak to the waysin which the center is
achieving this and its impacton the broader community,
and why is this important?
We approach our learning in,a scholarly exchange, from.
Fostering the development ofa network, the development
(06:59):
of, again, of an exchange ofknowledge between students,
teachers, educators, andourselves as researchers
at the university.
And it is important, again,in order to be successful,
at shifting, a deficitparadigm into an asset-based
community knowledge, paradigm.
And in order to do that,we really need to think
(07:21):
about, our capacity.
Within our programs, academicprograms, college level, but
also at the institutional level.
And that's where theBorderlands Education
Center comes into play.
It plays, you know, a really,essential role in helping
connect the different,stakeholders in our communities
along with those that arekey here at the university.
(07:42):
It's also important becauseit supports to position the
university as a top destinationto actually do this research,
to actually learn, from whatis the context and environment
around the borderlands, beyondthe campus at the U of A
here at the central campusto really connect to global
by national and the regionalcontext that really surround
(08:04):
this beautiful borderland,Sonoran desert, context
that we find ourselves in.
Jeffrey Anthony (08:09):
What are some successful borderland
projects that you are bringingto this newly funded project
Adalante to amplify andstrengthen the work of the
Borderlands Education Center.
And has it already begun?
Dr. Iliana Reyes (08:19):
We have just been awarded in the last
two months and successfullywe have, our first retreat
with colleagues across campusand also with community
members where we're planning,and situate the knowledge
again of Latinx and Hispanicstudents at the core of our
activities in this project.
So the Adalante project isfunded by US Department, title
(08:42):
V, grant, and it's, it is,the second one to be awarded
here at the U of A where weactually putting, students,
faculty and staff at the centerof these activities in order
for to learn and translate,a model that talks about
best practices, best culturalresponsive practices in terms of
(09:02):
pedagogy, in terms of, learning,including, digital learning, but
at the same time, one-to-one.
In person, exchangeof knowledge.
So we are excited to focus,for the College of Education
project on a faculty and stafffellowship program where we're
gonna be developing the bestpractices throughout, the first
(09:24):
three years of the project, andinviting key players in this
case, we're starting with both,student advisors and mentors
because they work directlyhave the most impact in working
daily with students, but alsoin the exchange of working with
faculty who have expertise oncultural responsive pedagogies,
on multiculturalism in financialknowledge and learning how
(09:49):
to co-construct a fellowshipprogram that hopefully will
be institutionalized in thefuture, you know, in order
for everybody to have access.
Mm-hmm.
Beyond, student advisorsand faculty in our colleges,
we are collaborating with,colleagues as well outside
education, in humanities andsocial and behavioral sciences.
Jeffrey Anthony (10:08):
That's incredibly exciting.
you know, the Universityof Arizona is a Hispanic
Serving Institution.
It's designated as such.
And how has that impactedthe work that you do here?
Dr. Iliana Reyes (10:16):
For me, particularly working now
in ADALANTE, of course,with funding, but Bringing
together such dedicated,uh, community of scholars.
And when I say scholar includesadministrators, staff, and
colleagues, who are scholars whohave been doing work with first
generation students, MexicanAmerican, and other students who
also bring knowledge, you know,into enriching these culturally
(10:40):
and, diverse linear experiences.
So in this case, the BorderlandsEducation Center and the
College of Education reallyis at the center of supporting
HSI initiatives and projectsADALANTE is one of them.
we also talk with colleaguesabout the opportunity then
to think about what, kindof scholarships and funding,
you know, our students need.
(11:01):
What are some important,Projects and initiatives
to support, very particulartypes of internships that,
again, are situated withinBorderlands context.
Jeffrey Anthony (11:10):
Hmm.
can you share any discoveriesor outcomes in your work that
just has taken you by surprise?
Like, wow, I had noidea that would happen.
Yeah.
Dr. Iliana Reyes (11:18):
In my work throughout.
the tenure here at the Uof a, I have been, just
delighted to be able to learnfrom, young children and
their families in connectionto pre-service teachers.
Learning about, how dothey view their world.
I'm a developmental psychologistby training in education,
translating into educationalpractices for over two decades.
(11:40):
But it's always fascinating tohear the theories from young
children and then how arepre-service teachers and future
classroom teachers are actuallylistening to those theories.
And then again, Reallyobserving and listening to
what children have to sayabout inquiry and learning.
(12:01):
A lot of times we think, oh, youknow, we have this, curriculum
already, planned for us we're,learning it and translating it.
But it's really in theinteraction one-on-one or in
one, say 1 0 1 isn't reallyyou as a teacher educator with
the whole classroom communitywhere you have to really.
Think right in the momenton how to translate those,
(12:21):
the knowledge into practice.
And then the other wayaround the practice has to
have an impact in your ownknowledge as an educator.
Mm-hmm.
And I think in order,for us to continue to be,
thriving and contributingto the field, you have to
have that dynamic exchange.
, Jeffrey Anthony (12:36):
This.
So that's fascinating tome you just described to me
there is, as a teacher, what'smore important is that you
are working in the moment tosee how your practices are
affecting the students thatyou're teaching, and then
adjusting to that so that the.
Best result can manifest fromthat, And I think that's really
a powerful, conception ofteaching and also what that can
produce going down the road thatmakes me excited for the future.
Dr. Iliana Reyes (12:58):
That certainly, you know, it's
the point of, really.
Investing in our, teachereducation programs where we can
help them situate themselvesas educators, but also situ
a themselves in the contextwhere they will be teaching,
you know, very, you know,soon as, as they graduate.
Jeffrey Anthony (13:14):
So let's say we get into a time
machine here and we, uh, Wejump ahead 20, 30, 40 years.
And you're surveying theimpact of the Borderlands
Education Center.
what would you loveto see in this future
Dr. Iliana Reyes (13:24):
That's a great, question.
I would really like tosee all of us, again as a
community in a higher educationinstitution like the University
of Arizona to be responsiveand about the specific
students and community needs.
And when I say needs, it'sreally assessing together
what those needs are.
Yeah.
And I really, have seen how,engaging in a very respectful,
(13:47):
but also, Exciting, interactionsagain in the classroom,
but I also go, from thecommunity to the classroom.
Experiences really contribute,to broaden our thinking and.
as you know, as part of mytitle, I contribute and support
international initiatives.
And often I think, that wedon't necessarily have to go,
(14:08):
internationally to learn someof those diverse experiences.
We certainly,benefit from those.
And I encourage always,not only students, but
also faculty and staff,to have those experiences,
learning, you know, in othercommunities and societies.
But if we can also reallyimmerse ourselves, In learning
about our local communities.
You're already contributing toa very diverse, experience and
(14:30):
really hopefully taking as well,some of that social capital
and knowledge, understandingbetter that capital and that
knowledge that our communities,bring to our experience
Jeffrey Anthony (14:40):
well.
So as we near the end ofour conversation, we like to
ask our guests to recommendthe book or a paper that
has been meaningful to them.
Could you share one with ouraudience and explain how this
book or paper has impacted you?
Dr. Iliana Reyes (14:52):
This summer as I, kept thinking of
planning, you know, activitiesfor both recruitment and
outreach, I think of someessential research that I have
learned and that I, that haveimpacted my own asset-based,
pedagogies framework.
that will be, a book that hasinspired me that I revisited
this summer is the "Funds ofKnowledge Theorizing Practices
(15:15):
in Households, Communities,and Classrooms" by our dear
colleagues, Norma Gonzalez,Luis Moll and Kathy Amanti.
In the eighties, they startedthis theoretical tradition,
but really the theoreticaland the theorizing of
communities and the knowledgethat the communities bring,
to our experiences was.
Very, quicklyconnected to, teachers.
(15:36):
The tradition comes under fromanthropology with a another dear
colleague, Carlos Bazua-Morales,but with Luis Moll, and Norma,
they quickly saw that need,to translate that theoretical
framework of fun and knowledgeinto practice with teachers.
So they started, thiseducational ethnographic work
in eighties and throughoutthe years at the College of
(15:57):
Education, we have been able totranslate many of those research
projects and the knowledge andfindings from those projects
into, pedagogical practices.
I wanna mention, you know,an inspiration for this,
from this book, the Fanof Knowledge book, that is
approaching actually a 25thanniversary, believe it or not.
When I arrived here,Norman and Louis were.
(16:18):
Just published in this bookalong with Kathy Manti, who
was a former grad studentback then and now thinking
like all the work, that hasimpacted our projects here.
Both research and in termsof, pedagogies is really,
again, a connecting thecapital knowledge, the social
capital and funds of knowledgefrom our communities and
children and students intoour practices as educators.
(16:40):
So I really invitestudents and your audience.
to take a look at this bookthat is really seminal field.
Jeffrey Anthony (16:47):
Thank you for sharing that.
You know, as I've beenhosting this podcast here
for the College of Education,the funds of Knowledge
Theory has come up for anover half of the episodes.
And I think it's great thatthe book is being recommended.
And I did not know it is atthis 25th year anniversary.
and it's really remarkableto think that this book and
this knowledge and this workhas been happening right here
at the University of Arizona.
And, and the impactit's having right now.
(17:09):
Right here in our communities.
It's fantastic.
Dr. Iliana Reyes (17:11):
It continues to have the impact and stay
tuned for some events, comingup our way here at the College
of Education to celebrate
Jeffrey Anthony (17:18):
Well, that is exciting and thank
you Iliana, for sharingyour insights and the
transformative work happeningat the Borderlands Education
Center and Project ADALANTE.
It's clear that the stridesbeing made are indeed fostering
a brighter future in borderstudies, and for the broader
community here in Arizona.
And thank you listenersfor joining us today
in the inquiry Oasis.
We hope ourconversation with Dr.
(17:38):
Ileana Reyes has inspiredyou as much as it has us.
Remember, we're back on thefirst and third Wednesdays
every month with freshinsights and conversations,
so be sure to tune in.
Until next time, keep yourcuriosity alive and remember,
knowledge is our oasis.
Welcome to the Inquiry Oasis, a
University of Arizona Collegeof Education and Podcast.
Here in the heart of theSonoran Desert, we bring
you conversations with ouresteemed faculty and staff
whose research impacts livesfrom Southern Arizona to the
far reaches of the globe.
Recording From the College ofEducation's Digital Innovation
and Learning Lab, we explorethe transformative power of
(00:24):
education in this border townwhere diverse cultures and ideas
converge, weaving a tapestryof innovation with compassion
and a sense of wonder.
Join us as we journey throughthe sands of curiosity,
unearthing insightsthat enrich and inspire.
So sit back and relaxas we invite you to dive
into the inquiry Oasis.
(00:46):
Thank you for tuninginto the Inquiry Oasis.
I'm your host, JeffreyAnthony, and today we are
delighted to be joined by Dr.
Ileana Reyes, the AssociateDean for Academic Affairs and
Community and InternationalPartnerships Here at the
University of ArizonaCollege of Education, Dr.
Reyes is also director of theBorderlands Education Center,
and throughout our conversationtoday, we will be exploring
(01:07):
the work undertaken at theBorderlands Education Center.
Its role in nurturinga vibrant ecosystem of
learning and research foreducators and researchers
in borderland communities.
And also the new partnershipwith Project ADALANTE,
funded by a $3 millionDepartment of Education grant.
So without further ado,let's dive into this
journey of explorationand discovery with Dr.
(01:28):
Reyes here in the,in the inquiry oasis.
It is an honor to bespeaking with you, Ileana.
Dr. Iliana Reyes (01:33):
I'm thrilled to be here, Jeffrey.
Jeffrey Anthony (01:35):
So before we dive into the main topic
of today's discussion, I washoping you could share with
our audience a bit of yourbackground and a bit of the
motivations that has createdthe path you are on today.
Dr. Iliana R (01:46):
Thank you so much.
It's really an honor to behere with all of you today.
And, to share just a littlebit about my background and
how that has, connections tomy own inspirations and goals
here as an associate dean andresearcher and professor at the
University of Arizona Collegeof Ed, it's really, that those
experiences as a young childand as a child of an immigrant
(02:06):
family that has really continuedto inspire me both as an
undergraduate student myself,and then going into the journey
of, exploring possibilitiesas a then graduate student, in
California, and now continueto inspire me, to be a, the
best professor and researcher.
Thinking about challenges atthe same time that we think
(02:28):
and really act on opportunitiesfor first generation students,
communities and their families.
Particularly thinking how totap into the knowledge of the
local communities in order tobring and connect, you know,
to our learning experiencesin the classroom, both in the
higher education here at theU of A, but also then for our
teachers, and educators tothink how to translate that
(02:50):
knowledge into the classroom.
Jeffrey Anthony (02:52):
Oh, that's fantastic.
So you're involved in researchin multilingual education,
early childhood education,and borderlands pedagogies.
What does this research entailand why is it critical in our
current educational context?
Dr. Iliana Reyes (03:05):
I'm so glad you asked this question
because it is critical notonly to the work that I have
done in the last 23 yearshere in the institution, but
really, because of the impactof what it means to understand
multilingual context, to deliverbest in the optimal practices
in the classroom, but alsoout of the classroom context.
And I think that's theconnection to the work
(03:26):
that we're doing at theBorderlands Education Center.
Where we hope to translateinto best practices, what we
learn in the classroom, butthe knowledge, that really
carries over to differentenvironmental school community
after school, programs.
So I think that's key,as a goal for us, in the
center, and particularly toconnect these opportunities.
(03:48):
For border, teachers,researchers, and communities.
There's something aboutunderstanding beyond the
geographical, experienceand situation, you know,
location of, ourselvesin the borderlands.
It really aboutthe knowledge and.
Stories.
That again, our students here,the U of A bring because of,
their growing experiences,but also that connection
(04:11):
of that local knowledge.
And I think that's somethingthat we can continue to
explore and it always dynamicbecause it changes according
to our student population.
Mm-hmm.
Jeffrey Anthony (04:21):
Well, that's interesting.
this is, uh, somethingthat's been a theme on
some of our podcasts.
The idea of learning throughwhat the community has to bring
to the process of educationand not so much the banking
model that, Paulo Freire willtalk about where a teacher
will tell you what to learn.
It's more treating thecommunity and the students as
subjects who can teach you ina dialectical relationship.
(04:42):
In a way I findthat fascinating.
The local knowledge from thatcommunities can bring to this?
Why is that so important?
Dr. Iliana Reyes (04:48):
When I reflect again on our experiences, with
our students here in highereducation in our classrooms, but
then also our interactions withstudents in our local districts
and their classrooms, I thinkof shifting the educational
paradigm, and when I say thatI think it's so critical to
come and approach learning.
(05:08):
And teaching from thecommunity based, knowledge.
And that is called theasset based, educational
paradigm, right?
Mm-hmm.
so the changing and theshifting of this paradigm is
to think, what do we need tolearn from these communities,
particularly these children andstudents in order to make it,
interesting in order to makeit, critical learning in terms
of what they wanna incur aboutand learn about, in the world.
(05:31):
And I connected particularlyto one of our, theoretical,
but really put into action,in practices in the classroom.
It is the asset based biculturalcontinuum model that I
have developed in the past.
In the last.
10, 12 years withmy colleague, Dr.
Andrea Romero, here at theUniversity of Arizona as
well, Where we started froma methodological approach,
(05:53):
but then we shifted, quitequickly to think about, so
what are the practices wheninterviewing, families when
interviewing teachers in SouthTucson in this case, and how
do, we together, shift theparadigm again, of really
learning their social capital,their funds of knowledge, in
order for us then as educatorsand researchers to think, oh,
(06:17):
these are the type of questionsthat we should be asking.
Because, their connectionto, whether it's a rural
community or a southern,Mexican background, community,
whatever the knowledge.
Capital that perhaps aseducators and researchers
we need to be tapping on andthen being able to translate
and share with the restof the, the educational system.
,Jeffrey Anthony: The Borderlands
(06:38):
an intellectual hub in the ruralborderlands of southeastern
Arizona and northern Mexico.
Can you speak to the waysin which the center is
achieving this and its impacton the broader community,
and why is this important?
We approach our learning in,a scholarly exchange, from.
Fostering the development ofa network, the development
(06:59):
of, again, of an exchange ofknowledge between students,
teachers, educators, andourselves as researchers
at the university.
And it is important, again,in order to be successful,
at shifting, a deficitparadigm into an asset-based
community knowledge, paradigm.
And in order to do that,we really need to think
(07:21):
about, our capacity.
Within our programs, academicprograms, college level, but
also at the institutional level.
And that's where theBorderlands Education
Center comes into play.
It plays, you know, a really,essential role in helping
connect the different,stakeholders in our communities
along with those that arekey here at the university.
(07:42):
It's also important becauseit supports to position the
university as a top destinationto actually do this research,
to actually learn, from whatis the context and environment
around the borderlands, beyondthe campus at the U of A
here at the central campusto really connect to global
by national and the regionalcontext that really surround
(08:04):
this beautiful borderland,Sonoran desert, context
that we find ourselves in.
Jeffrey Anthony (08:09):
What are some successful borderland
projects that you are bringingto this newly funded project
Adalante to amplify andstrengthen the work of the
Borderlands Education Center.
And has it already begun?
Dr. Iliana Reyes (08:19):
We have just been awarded in the last
two months and successfullywe have, our first retreat
with colleagues across campusand also with community
members where we're planning,and situate the knowledge
again of Latinx and Hispanicstudents at the core of our
activities in this project.
So the Adalante project isfunded by US Department, title
(08:42):
V, grant, and it's, it is,the second one to be awarded
here at the U of A where weactually putting, students,
faculty and staff at the centerof these activities in order
for to learn and translate,a model that talks about
best practices, best culturalresponsive practices in terms of
(09:02):
pedagogy, in terms of, learning,including, digital learning, but
at the same time, one-to-one.
In person, exchangeof knowledge.
So we are excited to focus,for the College of Education
project on a faculty and stafffellowship program where we're
gonna be developing the bestpractices throughout, the first
(09:24):
three years of the project, andinviting key players in this
case, we're starting with both,student advisors and mentors
because they work directlyhave the most impact in working
daily with students, but alsoin the exchange of working with
faculty who have expertise oncultural responsive pedagogies,
on multiculturalism in financialknowledge and learning how
(09:49):
to co-construct a fellowshipprogram that hopefully will
be institutionalized in thefuture, you know, in order
for everybody to have access.
Mm-hmm.
Beyond, student advisorsand faculty in our colleges,
we are collaborating with,colleagues as well outside
education, in humanities andsocial and behavioral sciences.
Jeffrey Anthony (10:08):
That's incredibly exciting.
you know, the Universityof Arizona is a Hispanic
Serving Institution.
It's designated as such.
And how has that impactedthe work that you do here?
Dr. Iliana Reyes (10:16):
For me, particularly working now
in ADALANTE, of course,with funding, but Bringing
together such dedicated,uh, community of scholars.
And when I say scholar includesadministrators, staff, and
colleagues, who are scholars whohave been doing work with first
generation students, MexicanAmerican, and other students who
also bring knowledge, you know,into enriching these culturally
(10:40):
and, diverse linear experiences.
So in this case, the BorderlandsEducation Center and the
College of Education reallyis at the center of supporting
HSI initiatives and projectsADALANTE is one of them.
we also talk with colleaguesabout the opportunity then
to think about what, kindof scholarships and funding,
you know, our students need.
(11:01):
What are some important,Projects and initiatives
to support, very particulartypes of internships that,
again, are situated withinBorderlands context.
Jeffrey Anthony (11:10):
Hmm.
can you share any discoveriesor outcomes in your work that
just has taken you by surprise?
Like, wow, I had noidea that would happen.
Yeah.
Dr. Iliana Reyes (11:18):
In my work throughout.
the tenure here at the Uof a, I have been, just
delighted to be able to learnfrom, young children and
their families in connectionto pre-service teachers.
Learning about, how dothey view their world.
I'm a developmental psychologistby training in education,
translating into educationalpractices for over two decades.
(11:40):
But it's always fascinating tohear the theories from young
children and then how arepre-service teachers and future
classroom teachers are actuallylistening to those theories.
And then again, Reallyobserving and listening to
what children have to sayabout inquiry and learning.
(12:01):
A lot of times we think, oh, youknow, we have this, curriculum
already, planned for us we're,learning it and translating it.
But it's really in theinteraction one-on-one or in
one, say 1 0 1 isn't reallyyou as a teacher educator with
the whole classroom communitywhere you have to really.
Think right in the momenton how to translate those,
(12:21):
the knowledge into practice.
And then the other wayaround the practice has to
have an impact in your ownknowledge as an educator.
Mm-hmm.
And I think in order,for us to continue to be,
thriving and contributingto the field, you have to
have that dynamic exchange.
, Jeffrey Anthony (12:36):
This.
So that's fascinating tome you just described to me
there is, as a teacher, what'smore important is that you
are working in the moment tosee how your practices are
affecting the students thatyou're teaching, and then
adjusting to that so that the.
Best result can manifest fromthat, And I think that's really
a powerful, conception ofteaching and also what that can
produce going down the road thatmakes me excited for the future.
Dr. Iliana Reyes (12:58):
That certainly, you know, it's
the point of, really.
Investing in our, teachereducation programs where we can
help them situate themselvesas educators, but also situ
a themselves in the contextwhere they will be teaching,
you know, very, you know,soon as, as they graduate.
Jeffrey Anthony (13:14):
So let's say we get into a time
machine here and we, uh, Wejump ahead 20, 30, 40 years.
And you're surveying theimpact of the Borderlands
Education Center.
what would you loveto see in this future
Dr. Iliana Reyes (13:24):
That's a great, question.
I would really like tosee all of us, again as a
community in a higher educationinstitution like the University
of Arizona to be responsiveand about the specific
students and community needs.
And when I say needs, it'sreally assessing together
what those needs are.
Yeah.
And I really, have seen how,engaging in a very respectful,
(13:47):
but also, Exciting, interactionsagain in the classroom,
but I also go, from thecommunity to the classroom.
Experiences really contribute,to broaden our thinking and.
as you know, as part of mytitle, I contribute and support
international initiatives.
And often I think, that wedon't necessarily have to go,
(14:08):
internationally to learn someof those diverse experiences.
We certainly,benefit from those.
And I encourage always,not only students, but
also faculty and staff,to have those experiences,
learning, you know, in othercommunities and societies.
But if we can also reallyimmerse ourselves, In learning
about our local communities.
You're already contributing toa very diverse, experience and
(14:30):
really hopefully taking as well,some of that social capital
and knowledge, understandingbetter that capital and that
knowledge that our communities,bring to our experience
Jeffrey Anthony (14:40):
well.
So as we near the end ofour conversation, we like to
ask our guests to recommendthe book or a paper that
has been meaningful to them.
Could you share one with ouraudience and explain how this
book or paper has impacted you?
Dr. Iliana Reyes (14:52):
This summer as I, kept thinking of
planning, you know, activitiesfor both recruitment and
outreach, I think of someessential research that I have
learned and that I, that haveimpacted my own asset-based,
pedagogies framework.
that will be, a book that hasinspired me that I revisited
this summer is the "Funds ofKnowledge Theorizing Practices
(15:15):
in Households, Communities,and Classrooms" by our dear
colleagues, Norma Gonzalez,Luis Moll and Kathy Amanti.
In the eighties, they startedthis theoretical tradition,
but really the theoreticaland the theorizing of
communities and the knowledgethat the communities bring,
to our experiences was.
Very, quicklyconnected to, teachers.
(15:36):
The tradition comes under fromanthropology with a another dear
colleague, Carlos Bazua-Morales,but with Luis Moll, and Norma,
they quickly saw that need,to translate that theoretical
framework of fun and knowledgeinto practice with teachers.
So they started, thiseducational ethnographic work
in eighties and throughoutthe years at the College of
(15:57):
Education, we have been able totranslate many of those research
projects and the knowledge andfindings from those projects
into, pedagogical practices.
I wanna mention, you know,an inspiration for this,
from this book, the Fanof Knowledge book, that is
approaching actually a 25thanniversary, believe it or not.
When I arrived here,Norman and Louis were.
(16:18):
Just published in this bookalong with Kathy Manti, who
was a former grad studentback then and now thinking
like all the work, that hasimpacted our projects here.
Both research and in termsof, pedagogies is really,
again, a connecting thecapital knowledge, the social
capital and funds of knowledgefrom our communities and
children and students intoour practices as educators.
(16:40):
So I really invitestudents and your audience.
to take a look at this bookthat is really seminal field.
Jeffrey Anthony (16:47):
Thank you for sharing that.
You know, as I've beenhosting this podcast here
for the College of Education,the funds of Knowledge
Theory has come up for anover half of the episodes.
And I think it's great thatthe book is being recommended.
And I did not know it is atthis 25th year anniversary.
and it's really remarkableto think that this book and
this knowledge and this workhas been happening right here
at the University of Arizona.
And, and the impactit's having right now.
(17:09):
Right here in our communities.
It's fantastic.
Dr. Iliana Reyes (17:11):
It continues to have the impact and stay
tuned for some events, comingup our way here at the College
of Education to celebrate
Jeffrey Anthony (17:18):
Well, that is exciting and thank
you Iliana, for sharingyour insights and the
transformative work happeningat the Borderlands Education
Center and Project ADALANTE.
It's clear that the stridesbeing made are indeed fostering
a brighter future in borderstudies, and for the broader
community here in Arizona.
And thank you listenersfor joining us today
in the inquiry Oasis.
We hope ourconversation with Dr.
(17:38):
Ileana Reyes has inspiredyou as much as it has us.
Remember, we're back on thefirst and third Wednesdays
every month with freshinsights and conversations,
so be sure to tune in.
Until next time, keep yourcuriosity alive and remember,
knowledge is our oasis.
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