Associate Professor
TEd
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Ramona Maile Cutri received her Ph.D. from the University of California at Los Angeles and is an associate professor of multicultural education at Brigham Young University’s Teacher Education Department. Dr. Cutri’s passion for the areas of multicultural and bilingual education stems from her own experiences as a child of mixed ethnicities who grew up in poverty.
Dr. Cutri teaches courses in multicultural education.
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 work contributes a criticality to research on eLearning and highlights the tensions between the culture of academia and the potential and demands of online teaching. Some of Dr. Cutri’s recent publications include:
Cutri, R. M., & Mena, J. (2020). A critical reconceptualization of faculty readiness for online teaching. Distance Education, 41(3), 361-380.
Cutri, R. M., Mena, J., & Whiting, E. F. (2020). Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic. European Journal of Teacher Education, 43(4), 523-541.
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.
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. (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.
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.
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
Using narrative cycles to advance teacher educators’ emotional work and practice in an era of affective polarization
Interest convergence: A CRT interrogation of the intersection of higher education and online learning during a pandemic.
Teacher Candidates’ responses to examining personal privilege: Nuanced understanding of the discourse of individualism in critical multicultural education
Interrupted Systems Mitigating Social Gender Roles: A Qualitative Inquiry of Motherscholars During a Pandemic
'Will it build me or break me?’: Student investment and agency in the emotional process of learning
I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education
Review of the book Leading the eLearning Transformation of Higher Education: Leadership Strategies for the Next Generation
Faculty readiness for online crisis teaching: Transitioning to online teaching during the COVID-19 pandemic
Exploring the Contribution of Self-Study of Teacher Education Practice to the Conversation on Research on Teacher Education
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
A critical reconceptualization of faculty readiness for online teaching
Teacher Candidates’ Responses to Examining Personal Privilege: Nuanced understandings of the discourse of individualism in critical multicultural education.
Using self-study of teacher education practice methodology to navigate e-learning course development
Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development
Effective writing content conferences in a sixth-grade classroom: A cross-case analysis
Effective writing content conferences in a sixth grade classroom: A cross-case analysis
Section Introduction: Reimagining Support for Online Learners
Naming a Personal Unearned Privilege: What pre-service teachers say after a critical multicultural education course
The Emotional Work of Discomfort and Vulnerability in Multicultural Teacher Education
Activating emotional and analytic engagement in blended learning: A multicultural teacher education example.
Learning from experiences of non-personhood: A self- study of teacher education identities
Exploring teacher educator identity through experiences of non-personhood
Negotiating Cross Class Identities While Living a Curriculum of Moral Education
Expressions of ethnic identity in pre-adolescent Latino students: Implications for culturally relevant pedagogy
Overcoming deficit theory toward English language learners: Technological possibilities.
Referencing Race Through Religious Eyes: Focusing Teacher Reflectivity on Race, Culture, and Religious Beliefs
Holistic multicultural education: Pedagogy for the 21st century
Embracing my cultural, intellectual, and spiritual identities on
The pedagogy and technology of distance learning for teacher education: The evolution of instructional processes and products.
Integrating technology into a teacher education diversity course
BEEDE: Foundations of bilingual education: Instructional guide
Peer collaboration as a way of developing effective pedagogy for including cultural, linguistic, and learning diversity
Poverty PhDs: Funds of knowledge, poverty, and professional identity development
Storied Ways of Approaching Diversity: Reconceptualizing a Blended Learning Environment in a Multicultural Teacher Education Cours
Interrupted systems mitigating social gender roles: A qualitative inquiry of motherscholars during a pandemic