- Professor of Clinical Education
- Teacher Education
PhD, University of California, Los Angeles
MA, Stanford University
BA, University of California, San Diego
- Equity • Racial and Social Justice in Language Education • Racial Discourses • Multilingual & Multiracial Parent Engagement • Technology for Equity in Language Education • Critical & Culturally Sustaining Multilingual Pedagogies
Websites and Social Media
Jenifer Crawford is Professor of Clinical Education in the teacher education concentration. Crawford’s long-term research agenda centers on Equity, Racial and Social Justice in Language Education Racial Discourses Multilingual & Multiracial Parent Engagement Technology for Equity in Language Education Critical & Culturally Sustaining Multilingual Pedagogies.
Awards and Grants
- The J. William Fulbright Foreign Scholarship Board Grant, Brazil 2010
- Gross, E., Crawford, J. (2021). Instructional Models for Equitable and Effective Multilingual Instruction in California. The CATESOL Journal 31(1).
- Crawford, J., Min, E., & Filback, R. (2020). World Masters in Language Teaching: A Case of one postsecondary dual language immersion program. The Language Educator. American Council of Teaching Foreign Languages.
- Trombino, C. & Crawford, J. (2020). Equitable Secondary Dual Language Immersion: A Case of One Public 6-12 Spanish-English Magnet School. The Language Educator. American Council of Teaching Foreign Languages.
- Park, H., Filback, R. & Crawford, J. (2020). Increasing participation of international students in higher education classrooms through technology-enhanced instruction, in Y. Inoue-Smith and T. McVey (Eds.), Optimizing higher education learning through activities and assessments. Hershey, PA: IGI Global.
- Crawford, J. (2019). The Grammar of Possibility [Video-essay]. Produced in a workshop facilitated by StoryCenter.
- Crawford, J., and Gross, E. (2019). Equitable and Effective Identification and Assessment of Language Learners Background Knowledge. The Language Educator. American Council of Teaching Foreign Languages.
- Crawford, J., Filback, R. & Moore, E. (2018). The future of language education. Rossier Centenial Blog.
- Crawford, J., Anya, U. (2017). “English Language Fellows and Fulbright Scholars” In TESOL Encyclopedia of English Language Teaching. Wiley.
- Crawford, J. (2013). “The Possibilities and Constraints of Three Teachers’ Perspectives and Enactment of Critical Praxis in Public Schools.” Journal for Critical Education Policy Studies.
- Crawford, J., Lima, J.N., Ferreiro, L.C., Machado, A. F. (2014). “Race talk in a Public School in Brazil: discourses of power and resistance.” In Ed. Demissie, Fassil (Ed.), African Diaspora in Brazil: History, culture and Politics. London, UK: Routledge.
- Crawford, J., Lima, J.N., Ferreiro, L.C., Machado, A. F. (2012). “Race talk in a public high school in Salvador Bahia: discourses of power and resistance.” African and Black Diaspora: An International Journal (Routledge). Special Edition: African Diaspora in Brazil: Remapping the Black Atlantic.
- Hamilton E. and J. Crawford. (2011). “Leadership for Equity in the 21st Century: Case studies of Linked Learning school reform.” The Changing Nature of Instructional Leadership in the 21st Century.
- Crawford, J. (2009). Self and Society in Youth Organizing. InterActions: UCLA Journal of Education and Information Studies. Vol. 5, Issue 2, Article 2. http://re positories.cdlib.org/gseis/interactions/vol6/iss1/art2
- Ryoo, J., Crawford, J., Moreno, D., McLaren, P. (2009). “Critical Spiritual Pedagogy: Reclaiming humanity through a pedagogy of integrity, community, and love.” In: Power and Education. v.1. n.1. ISSN 1757-7438.
- Crawford, J., Gyamfi, N., McLaren, P. (2009). "Unplauging His Stomach: Curing the University of California Admissions Policy with an ethic of communal justice and care.” In: Education and Hope in Troubled Times: Visions of change for our children’s world. Ed. Shapiro, S. Routledge, NY, NY.
- Crawford, Jaramillo & McLaren. “Os Politios da Cultura Juventil e o Educação Multicultural” (The Politics of Youth Culture and Multicultural Education). Vol.3, Issue 2, Patio - Educação Infantil, Artmed Ed. S.A. Porto Alegre, RS, Brazil.
- Crawford, J., McLaren, P. (2008). “Critical Pedagogy” In: Encyclopedia of Curriculum Studies. Ed. Kridel. Sage Publications, NY, NY.
- Crawford, J., McLaren, P. (2008). “Critical Praxis” In: Encyclopedia of Curriculum Studies. Ed. Kridel. Sage Publications, NY, NY.
- Crawford, J., McLaren, P. (2007) “Revolução na Obra de Paulo Freire.” In: Dicionário Paulo Freire. Eds. Streck, D., et al.
- Crawford, J., McLaren, P. (2007). “Radicalidade na Obra de Paulo Freire.” In: Dicionário Paulo Freire. Eds. Streck, D., et al.
- Crawford, J. (2006). “Paulo Freire.” In Chicago Companion to the Child, Ed. Laur, M. August. University of Chicago Press, Chicago, IL.
- “Review: Why We Teach by Sonia Nieto.” InterActions: UCLA Journal of Education and Information Studies. Vol. 3, Issue 1, Article 13.”
Professional Affiliations and Memberships
2009- present Course Coordinator in Master of Arts in Teaching, Master of Arts in Teaching-Teaching English to Speakers of Other Languages, World Masters in Language Teaching, Education and Society Minor, Multilingualism and Multiculturalism Minor
2018-present Program Coordinator: World Masters in Language Teaching-Spanish Track, Iberoamericana University, Mexico
2019-2020 Faculty Fellow: USC Center for Excellence in Teaching
As a scholarly practioner, Crawford has over a decade of educational research experience conducting qualitative analysis and fieldwork; including development and analysis of surveys, interviews and classroom observations and studying education policy implementation. She also has a wide range of international experience including studying, conducting research, and teaching in Mexico, Costa Rica, and Brazil. She has given scholarly lectures and published in both Spanish and Portuguese. Her work recognizes that teachers and families face linguistic, racial, and socioeconomic inequities rooted in legacies of cultural, racial and language domination which have resulted in persistent and negative impacts on minoritized and working-class students. A prevailing theme in her scholarship is the interrogation of how language ideologies and policies and academic achievement are interrelated and shaped by sociopolitical and raciolinguistic contexts.