PhD in Urban Education Expected May 2020
The Graduate Center of the City University of New York, New York, NY
Advisor: Anna Stetsenko
Dissertation Title: Adult immigrants’ experiences and contributions in nonprofit education and educational research: an ethical, dialogical, transformative approach for new possibilities
MA in Applied Linguistics
University of Massachusetts Boston, Boston, MA
BA in Linguistics and Spanish
Bryn Mawr College, Bryn Mawr, PA
2017. Entigar, K. The limits of pedagogy: diaculturalist pedagogy as paradigm shift in the education of adult immigrants. Pedagogy, Culture & Society, 25(3), 347-356.
2017. Entigar, K. “Low-Status” Adult Immigrants and Non-Profit Education: Paternalism, Participation and New Pedagogical Possibilities. Kappa Delta Pi Record.
2016. Michelli, N., Jacobowitz, T., Entigar, K., Waller, M. How Current Education Policies are Challenging the Mission of the NNER: A Call to Action. Education in a Democracy: A journal of the NNER. Seattle, WA: National Network for Educational Renewal.
2016. Entigar, K. Translanguaging with Multilingual Students: Learning from Classroom Moments by O. García & T. Kleyn.
Awards and Honors
2017. Provost’s Pre-Dissertation Research Fellowship, The Graduate Center of the City University of New York. $4,000 for the development and execution of preliminary research during Summer 2017.
2016-2017. Doctoral Student Research Grant, The Graduate Center of the City University of New York. $1,250 to support conference attendance.
2014-2019. Graduate Center Fellowship, The Graduate Center of the City University of New York. $55,000/year for five years.
2013. The Book Award for Academic Excellence in Applied Linguistics, University of Massachusetts Boston.
2013. Golden Key International Honors Society, University of Massachusetts Boston.
2012-2013. UMass Boston Teaching Language with Technology Title III Scholarship (3 semesters).
2018. Silence as contribution and resistance: an onto-epistemological project in possible-izing unwritten futures for collective justice. CHAT Symposium for the American Educational Research Association 2018 Annual Meeting, New York, NY. April 13-17. (Submitted)
2017. Roundtable Discussions: Social Justice and Democracy in Education. Manhattan College, Bronx, NY. April 25.
2016. Re-Humanizing Non-Profit Adult Education: Challenging Paternalism in Transition-Minded Pedagogy and Envisioning Theoretical and Programmatic Alternatives. Eastern Sociological Society 86th Annual Meeting, Boston, MA, March 17-20.
2016. Understanding and Influencing Education Policy. New York Collective of Radical Educators Annual Conference, New York, NY, March 19.
2015. Education Policy and the Agenda for Education in a Democracy. How Can the NNER and the Settings Respond to a Policy Crisis? Paper Session presented at the annual National Network for Education Renewal Conference, Chico, CA, October 1-3.
2017. Agency, Subjectivity and Collaboration toward a Transformative Pedagogy in Education with Adult Immigrant Learners in Nonprofit Organizations. The Early Research Initiative, The Graduate Center of the City University of New York, New York, NY, September 1.
2016. The reification of English in the non-profit education of adult immigrant learners. Over the Wall/Saltar el Muro: Compromiso público y academia/Public Engagement & Academia. Hispanic and Luso-Brazilian Literatures & Languages 22nd Annual Graduate Student Conference, The Graduate Center of the City University of New York, New York, NY, April 27-28th.
2016. The reification of English in the non-profit education of “low-status” adult immigrant learners. Multilingualism and Language Empowerment: A Response to Inequality, The Graduate Center, City University of New York, September 23.
2016. “Low-status” adult immigrant learners in non-profit education: framing failure as a first step in pedagogy and academia. Interdisciplinary Graduate Theory Workshop: Failure, New York, NY, April 8.
2016. The limits of pedagogy: diaculturalist pedagogy as paradigm shift in the education of adult immigrants. Hispanic and Luso-Brazilian Literatures & Languages 20th Annual Graduate Student Conference, The Graduate Center of the City University of New York, New York, NY, April 24-25.
Academic Teaching Experience
City College of New York, New York, NY
edTPA Workshop (Fall 2017, Spring 2018 [anticipated])
Teaching Content (Math, Science, and Social Studies) with Language Arts in English and an Additional Language (Summer 2016: 2 sections, Spring 2018 [anticipated])
Methods for Teaching English to Speakers of Other Languages (TESOL) (Fall 2016)
Theories, Practices and Programs for Emergent Bilingual Students (Spring 2016)
Research Seminar II in Teaching Culturally & Linguistically Diverse Students (Fall 2015)
Research Seminar I in Teaching Culturally & Linguistically Diverse Students (Spring 2015, Spring 2017, Summer 2017: 2 sections)
Hunter College, New York, NY
Second Language Acquisition (Spring 2016, Fall 2016, Spring 2017, Fall 2017)
Showa University, Boston, MA
English composition, Business Communication (Summer 2015, Summer 2016)
Professional Teaching Experience
Oxford Seminars, Boston, MA
TEFL/TESL/TESOL Certification Course (2012-present)
Jewish Vocational Service, Boston, MA
ESOL/Professional Communication/Computer Literacy/ Citizenship/ADP (2011-2014)
Various ESL teaching sites (Madrid, Spain, Boston, MA, New York, NY)
ESL/ESOL, Test Preparation, Business English (2005-present)
Other related Professional Experience
New York University, New York, NY
Clinical Supervision of student teachers in TESOL Masters Program (2016-2017)
2017. Principal Investigator.
Pilot Study, The Graduate Center of the City University of New York. Research location: Catholic Charities, New York, NY.
Conducted research for mixed-methods pilot study with and for adult immigrant student-participants in nonprofit education organizations in lower Manhattan funded by Provost’s Pre-Dissertation Summer Research Award. Award amount: $4,000.
2017. Research Assistant.
CUNY–New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), New York, NY. Principal Investigators: Ricardo Otheguy, Ofelia Garcia.
Conducted research for CUNY–New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), a New York State Education Department initiative, on three sub-populations of emergent bilinguals in the U.S. public school system in order to create a summary and a set of proposed recommendations to the NYC Department of Education. Grant amount: $4,500.
2016. Research Assistant.
Lehman College, Bronx, NY.
Principal Investigator: Pamela Hinden.
Conducted gap analysis/literature review and provided recommendations based on best practices in non-traditional/continuing education programs at higher education level.
2012-2013. Curriculum Developer and Research Assistant.
University of Massachusetts Boston, Boston, MA.
Principal Investigator: Lilia Bartolomé.
Helped develop courses for Rethinking Equity of Teaching English Language Learners (RETELL) and the Massachusetts Licensure Academy (MLA), in collaboration with the Department of Elementary and Secondary Education (DESE) and the University of Massachusetts Boston.
2017. Guest Lead Editor for Cultural Studies of Science Education, Springer Netherlands
2017. Member of the Working Group on Civil Society and Philanthropy, The Graduate Center of the City University of New York, New York, NY
2016-2017. Member of the Immigrant Work Group, The Graduate Center of the City University of New York, New York, NY
2016-2017. Reviewer for The Urban Review: Issues and Ideas in Public Education, Center for Urban Education, Springer Verlag
2015. Reviewer for Theory, Research, and Action in Urban Education, The Graduate Center of the City University of New York, New York, NY
2017. Volunteer teaching (English as a Second Language) with Catholic Charities, New York, NY.
2017. Membership in the New York City Coalition for Adult Literacy (NYCCAL): New York, NY
2017. Membership in the Mobilizing Literacy committee: New York, NY
2016. Volunteering with the Massachusetts Immigrant and Refugee Advocacy Coalition (MIRA): Boston, MA
2015. Volunteering with the Boston Educators for Social Justice; Boston, MA
Spanish – Professional proficiency level, written and spoken
French – Low Intermediate level, written and spoken
German, Navajo, American Sign Language, Basque – Familiarity with structures through previous study
American Educational Research Association (AERA) 2015, 2017-2018
Eastern Sociological Society (ESS) 2016, 2017
New York City Coalition for Adult Literacy (NYCCAL) 2017
Canadian Association for the Study of Adult Education (CASAE) 2017
Available upon request.