University of Redlands
Ph.D. in Reading/Language Arts with emphasis in dual language instruction, University of Washington
Ed.S. Program Administration, Reading/Language Arts, Seattle Pacific University
Master's of Education, Reading/Language Arts, Seattle Pacific University
Bachelor of Science, University of the Philippines
K-8 Clear Credential
North University Hall
127
P: 909.748.8792
E:
jose_lalas@redlands.edu
Jose Lalas, Ph.D., has been involved in teacher education for 31 years as a faculty in both public and private universities (14 years at CSU Dominguez Hills; currently, 17 years at University of Redlands). Prior to his teacher education experience, Jose has been a junior high school classroom teacher. He has served as an associate dean, director of teacher education, and coordinator of credential program. Currently, he is Professor of Literacy and Teacher Education and directs the University of Redlands’ Center for Educational Justice. He is now currently completing a co-author edited book on Daring to Transform Educational Inequities with Inclusion, Justice, and Hope: Mind the Margins. Presently, Jose is completing several articles on critical theory and resistance in education.
Jose has been married for 41 years to his wife Linda. They have 4 grown-up children: Jonah, a UCLA undergraduate and Berkeley Law School graduate, was a union organizer and is now a lawyer; Jeremy, a UCLA undergraduate and Harvard master of education graduate, is an elementary and middle school teacher in New York; Joanna, a University of Redlands undergraduate and with New York University’s master of arts in education degree, is an experienced U.S. History, World History, and Government high school teacher in New York; Jolene, a UC Berkeley undergraduate and Columbia University master degree in public health graduate, recently completed her doctor of education degree in health sciences from Columbia University and works as a research coordinator in New York.
Literacy Pedagogy
Meaning-Making for All Students
Second Language Development
Equity Policy Development
Social and Educational Justice
Currently, he is Professor of Literacy and Teacher Education and directs the University of Redlands’ Center for Educational Justice. He co-authored four published books: A Teaching and Learning Framework for Social Justice (2006), Instructional Adaptation as an Equity Solution for English Learners and Special Needs Students (2007), Who We Are and How We Learn: Educational Engagement and Justice for Diverse Learners (2016), and Challenges Associated with Cross-cultural and At-risk Student Engagement (2017). He is now currently completing a co-author edited book on Daring to Transform Educational Inequities with Inclusion, Justice, and Hope: Mind the Margins. His research agenda includes student engagement, social and educational justice, critical theory, pedagogy, and literacy, adaptation pedagogy, achievement gap, second language acquisition, and mentoring of diverse faculty. His most current research work focuses on student engagement and achievement gap and the influence of social and cultural capital, social class, funds of knowledge, and language in dual language immersion programs. Presently, Jose is completing several articles on critical theory and resistance in education.
Ph.D. in Reading/Language Arts with emphasis in dual language instruction, University of Washington
Ed.S. Program Administration, Reading/Language Arts, Seattle Pacific University
Master's of Education, Reading/Language Arts, Seattle Pacific University
Bachelor of Science, University of the Philippines
K-8 Clear Credential
Books:
Lalas, J. & Strikwerda, H. (under contract; in process). Mind the margins: Advancing educational equity, justice, and engagement through inclusion pedagogy for the marginalized students. United Kingdom: Emerald Publishing.
Gordon, R., Akutsu, T., McDermott, C., & Lalas, J. (2017) Challenges associated with cross-cultural and at-risk student engagement. Hershey, PA: IGI Global.
Lalas, J., Macias, A., Fortner, K., Flores, N., Balogun, A. & Vance, M. (2016). Who we are and how we learn: Educational engagement and justice for diverse learners. San Diego, CA: Cognella Publishing.
*Lalas, J. & Solomon, M. (2007). Instructional adaptation as an equity solution for English learners and special needs students: Practicing educational justice in the mainstream classroom. Des Moines, Iowa: Kendall/Hunt Publishing.
*Gordon, R., Lalas, J. & McDermott, C. (Fall 2006). Omni-Education: A learning and teaching framework for social justice. Des Moines, Iowa: Kendall/Hunt Publishing.
Book Chapters:
Lalas, J, & Strikwerda, H. (2019), Driving equity in action through socially and culturally situated pedagogy: Culturally relevant teaching as a form of equity toward student engagement. In Keough, P. (Ed.). Overcoming current challenges in the P-12 teaching profession. Hershey, PA: IGI Global.
Lalas, J., Charest, B. Strikwerda, H., & Ordaz, M. (2019). Promoting social inclusion: Co-creating environments that foster equity, hope and belonging. In Forlin, C. (Ed.) International Perspectives on Inclusive Education. New Zealand: Emerald
Lalas, J.W. & Lalas, J.L. (2019). Maintaining a socially just classroom: Ethical decision-making for student engagement as a positive outcome. In Keough, P. (Ed.). Ethical problem-solving and decision-making for positive and conclusive outcomes. Hershey, PA: IGI Global.
Fortner, K. & Lalas, J. (2017) Strategies of Engagement: Parent and school connections. In Gordon, R., Akutsu, T., McDermott, C., & Lalas, J. (Eds.). Challenges associated with cross-cultural and at-risk student engagement. Hershey, PA: IGI Global.
Lalas, J. (2016). Mentoring for faculty engagement from a socially and culturally situated perspective. In Johannessen, G. (Ed.) Global co-mentoring networks in higher education: Politics, policies, and practices. Netherlands: Springer.
Lalas, J. & Bustos. T. (2016; 2012) Adaptation Pedagogy for English Learners in Multicultural Contexts. In Lalas, J., Macias, A., Fortner, K., Flores, N., Balogun, A. & Vance, M. (Authors-Editors) Who we are and how we learn:Educational engagement and justice for diverse learners.San Diego, CA: Cognella Publishing.
Articles (Peer-Review):
Lalas, J. (2019) Enhancing recognition and engagement in literacy and social studies for English learners through the use of thematically-categorized literature, NABE Perspective, Wheaton, MD: National Association for Bilingual Education.
Lalas, J. & Bustos. T. (2016) Adaptation Pedagogy for English Learners in Multicultural Contexts. In Lalas, J., Macias, A., Fortner, K., Flores, N., Balogun, A. & Vance, M. (Authors), Who we are and how we learn: Educational engagement and justice for diverse learners. San Diego, CA: Cognella Publishing.
Bustos, T. & Lalas, J. (2016). Teacher disposition in teaching reading, Alipato Journal, University of the Philippines Integrated School, Diliman, Quezon City, Philippines.
Fortner, K. & Lalas, J.(2017) Strategies of Engagement: Parent and school connections. In Gordon, R., Akutsu, T., McDermott, C., & Lalas, J. (Eds.). Challenges associated with cross-cultural and at-risk student engagement. Hershey, PA: IGI Global.
Macias, A. & Lalas, J. (2014). Funds of Knowledge and Student Engagement: A Qualitative Study on Latino High School Students, Learning Landscapes, Vol. 7, No. 2, Spring 2014.
Lalas, J. & Bustos, T. (2012). Adaptation Pedagogy for English Learners in Multicultural Contexts. NABE Perspectives.
Lalas, J. & Valle, E. (2007)). Social Justice Lenses and Authentic Student Voices: Enhancing Leadership for Educational Justice. Educational Leadership and Administration: Teaching and Program Development (CAPEA Journal).
Lalas, J. (Spring 2007). Teaching for Social Justice in Multicultural Urban Schools: Conceptualization and Implication. Multicultural Education.
International Literacy Association
National Association for Bilingual Education
California Association for Bilingual Education
California Council on Teacher Education
California School Board Association
www.joselalas4schoolbrd
