Associate Professor
TEd
Office: 201-X MCKB
Phone: 801-422-4689
Email: nope@freire@byu.edumsn.com
Website: N/A
Dr. Freire has worked as a professor at Brigham Young University since 2016. Previously, he worked as an Assistant Professor at New Mexico State University for two years. He has also worked as an elementary school teacher for 4 years in Spain and for three years in a Spanish-English dual language bilingual education program at an urban school in Utah.
In 2014, Dr. Freire completed his Ph.D. at the University of Utah with a dissertation focusing on the beliefs and practices of Spanish-English dual language bilingual education teachers learning how to enact culturally relevant pedagogy. His research interests concentrate on equity in dual language bilingual education with a line of research looking at multicultural teaching practices and a second line looking at language education policies in dual language bilingual education.
He has presented his work at various conferences, such as the American Educational Research Association (AERA), American Educational Studies Association (AESA), National Association for Bilingual Education (NABE), La Cosecha, National Association for Chicana and Chicano Studies (NACCS), and the International Colloquium on Language and Cultures in School and Society in Spain.
His work has been published in peer-reviewed journals, such as the Bilingual Research Journal, Educational Policy, International Multilingual Research Journal, The Urban Review, and Journal of Latinos and Education.
Dr. Freire enjoys teaching educational issues from equity perspectives.
Dr. Freire's research interest is equity in dual language bilingual education, especially issues related to language education policy and planning, as well as teacher research.
American Association of Hispanics in Higher Education (AAHHE)
2017
College of Education, University of Utah
2012 - 2013
College of Education, University of Utah
2013 - 2014
Utah Hispanic Chamber of Commerce
2012 - 2013
Grassroots resistance and activism to one-size-fits-all policies by dual language schools en comunidades latinas
The expropriation of dual language bilingual education: Deconstructing neoliberalism, whitestreaming, and English hegemony
Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms
The intersectionality of neoliberal classing with raciolinguistic marginalization in state dual language policy: A call for locally crafted programs
Grassroots resistance and activism to one-size fits-all policies by dual language schools en comunidades latinas
The fiftyfication of dual language education: One-size-fits-all language allocation’s “equality” and “practicality” eclipsing a history of equity
The expropriation of dual language bilingual education: Deconstructing neoliberalism, whitestreaming, and English hegemony
“Two schools within a school”: Elitism, divisiveness, and intra-racial gentrification in a dual language strand
The holistic analysis of multicultural teaching framework: Capturing teachers’ pauses and their hybrid and fluid multicultural practices
Editorial introduction: A historical overview of the expanding critique(s) of the gentrification of dual language bilingual education
Conscientization calls: A white dual language educator’s development of sociopolitical consciousness and commitment to social justice
“Everybody wants a choice” in dual language education of El Nuevo Sur: Whiteness as the gloss for everybody in media discourses of multilingual education
Promoting sociopolitical consciousness and bicultural goals of dual language education: The transformative dual language education framework
Language as whose resource?: When global economics usurp the local equity potentials of dual language education
The (dis)inclusion of Latina/o interests from Utah’s dual language education boom
School-university-community pathways to higher education: Teacher perceptions, school culture and partnership building
Una contextualización lingüística, racial y política de la evaluación de los programas de magisterio en Estados Unidos
Dual language teachers' stated barriers to the implementation of culturally relevant pedagogy
The gentrification of dual language education
The marketing of dual language education policy in Utah print media
Nepantleras/os and their teachers in dual language education: Developing sociopolitical consciousness to contest language education policies
Spanish-English Dual Language Teacher Beliefs and Practices on Culturally Relevant Pedagogy in a Collaborative Action Research Process
Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education: The choice discourse of mercenary exclusivity