Title
Associate Professor
Department:
TEd
Contact Information
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Office: 206-N MCKB
Phone: 801-422-4982
Email: ramona_cutriRamona@gmail.com@byu.eduphoria
Ramona Maile Cutri received her Ph.D. from the University of California at Los Angeles and is an associate professor of multicultural education and the graduate program coordinator at Brigham Young University's Teacher Education Department. Dr. Cutri's passion for the areas of multicultural and bilingual education stem from her own experiences as a child of mixed ethnicities who grew up in poverty.
Dr. Cutri teaches courses in multicultural education at the undergraduate level.
Dr. Cutri's research explores how to help engage pre-service teachers intellectually and emotionally in the dispositional and pedagogical issues related to critical multicultural education. She approaches this overarching topic from different perspectives including the integration of technology into teaching, how pre-service teachers identify social privileges; the emotional work involved in multicultural teacher education; and unpacking cross-class identities.
Cutri's current research agenda attends to the complexities of technology integration into the daily practice of mainstream teacher educators and teacher education multicultural education courses. This research trajectory extends her previous work in multicultural education teacher preparation into the realms of technology integration. Some of Dr. Cutri's recent publications include:
Whiting, E. F. & Cutri, R. M. (2019). Teacher Candidates' Responses to Examining Personal Privilege: Nuanced understandings of the discourse of individualism in critical multicultural education. Frontiers In Education, 4:111. doi: 10.3389/feduc.2019.00111
Cutri, R. M., Whiting, E. F., & Bybee, E. R. (In Press, 2020). Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course. Educational Studies, 1-14.
Cutri, R.M., & Whiting, E.F. (2018). Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development. Studying Teacher Education: A Journal of Self Study of Teacher Education Practices, 14(2), 125'140.
Mayes, C., Cutri, R.M., Rogers, P.C., & Montero, F. (2016). Holistic multicultural education: Understanding the Whole Student (2nd ed.). Lanham, Maryland: Rowman and Littlefield Education Press.
Cutri, R.M., Whiting, E.W., & Pinnegar, S. (2015). Activating emotional and analytic engagement in blended learning: A multicultural teacher education example. Bank Street Occasional Paper Series 34. Retrieved from: http://www.bankstreet.edu/occasional-paper-series/ In H. Freidus, M. Welsh Kruger, S. Goss (Eds.), Constructivists Online: Reimagining Progressive Practice,Banks Street College of Education Occasional Paper Series. New York: Banks Street College.
Whiting, E. F., & Cutri, R. M. (2015). Naming a personal 'unearned' privilege: What pre-service teachers identify after a critical multicultural education course.
Multicultural Perspectives, 17(1), 13-20.
Cutri, R. M., & Whiting, E. F. (2015). The emotional work of discomfort and vulnerability in multicultural teacher education. Teachers and Teaching, 21(8), 1010-1025.
Cutri, R.M., Manning, J.M., & Weight, C.S. (2012). Negotiating cross class identities while living a curriculum of moral education. Teachers College Record, 114(10), 1-36.
Teacher Candidates' Responses to Examining Personal Privilege: Nuanced understandings of the discourse of individualism in critical multicultural education.
- Authors: Whiting, Erin Feinauer; Cutri, Ramona Maile
- Publication Type: Journal Article, Academic Journal
- Publisher: Frontiers
- Volume: 4
- Issue: 111
- Abstract: click to view
Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development
- Authors: Cutri, Ramona Maile; Whiting, Erin Feinauer
- Publication Type: Journal Article, Academic Journal
- Publisher: Taylor & Francis
- City: Milton Park, Didcot, United Kingdom, Abingdon
- Country: United Kingdom
- Volume: 14
- Issue: 2
- Abstract: click to view
Learning from experiences of non-personhood: A self- study of teacher education identities
- Authors: Rice, Mary; Newberry, Melissa Ann; Whiting, Erin Feinauer; Cutri, Ramona; Pinnegar, Stefinee Esplin
- Publication Type: Journal Article, Academic Journal
- Publisher: Taylor & Francis Group
- City: Abingdon
- Country: UK
- Volume: 11
- Issue: 1
- Abstract: click to view
Negotiating Cross Class Identities While Living a Curriculum of Moral Education
- Authors: Cutri, Ramona Maile; Manning, Jill; Weight, Cecelia
- Publication Type: Journal Article, Academic Journal
- Volume: 114
- Issue: 10
- Abstract: click to view
Expressions of ethnic identity in pre-adolescent Latino students: Implications for culturally relevant pedagogy
- Authors: Feinauer, Erika; Cutri, Ramona Maile
- Publication Type: Journal Article, Academic Journal
- Publisher: Taylor & Francis
- Country: USA
- Abstract: click to view
Overcoming deficit theory toward English language learners: Technological possibilities.
- Authors: Cutri, Ramona Maile; Johnson, Cary
- Publication Type: Journal Article, Academic Journal
- Abstract: click to view
Poverty PhDs: Funds of knowledge, poverty, and professional identity development
- Authors: Cutri, Ramona Maile; Manning, Jill; Chun, Marc
- Publication Type: Journal Article, Academic Journal
- Volume: 7
- Issue: 3
- Abstract: click to view