Ph.D., Cultural Studies in Education, University of Texas, Austin, 2012
M.A., Education Administration, Framingham State College, 2002
M.A., Global Political Economy, University of Denver, 1999
B.A., Spanish and International Studies, Guilford College, 1996
English Language Learners
Ways of knowing and education
Latinx populations with focus on Mexican-origin populations
Critical ethnography and qualitative methods
Postcolonial and Chicana feminist theories
G. Sue Kasun is an associate professor of language education and the director of the college’s Center for Transnational and Multilingual Education. She has extensively researched with Mexican-origin populations for over two decades. Her work is multi-sited, situated in sending and receiving communities spanning the U.S.-Mexican border, highlighting the trans-nationalism of many immigrant communities. Her co-edited book, “Applying Anzalduan frameworks to understand transnational youth identities: Bridging culture, language, and schooling at the U.S.-Mexican border,” was published in 2022 by Routledge.
She has focused on Mexican-origin populations’ ways of knowing and intersections with language education and how Mexican origin youth have performed in schools, including through a Fulbright Award to Mexico during the 2017-2018 school year. Her research is published in many education journals, including Teachers College Record, Anthropology & Education Quarterly and TESOL Quarterly. Kasun has begun engaging both decolonizing and indigenizing curricula, and plans to continue engaged activist-oriented research with U.S. schools, especially as it relates to language education and the recent explosion of dual language education. She has just completed a pilot study about native science curriculum she co-developed with Indigenous colleagues in Mexico and submitted a National Science Foundation proposal based on this work this month in order to expand the curriculum to the national level.
Cervantes-Soon, C. G., Gambrell, J. A., Kasun, G. S., Sun, W., Freire, J. A., & Dorner, L. M. (2020). “Everybody wants a choice”: Neoliberal whiteness shaping media discourses about dual language education in el Nuevo Sur. Journal of Language, Identity & Education.
Hidalgo Aviles, H., & Kasun, G.S. (2019). Imperial language educators in
these times: Transnational voices from Mexico on nationalisms and returnee transnationals. Educational Studies. 10.1080/00131946.2019.1570932
Scott, J.A., & Kasun, G.S. (2018). It’s not enough to move your hands beautifully:
Teaching and learning at a school for deaf students in Mexico. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2018.1545744
Kasun, G. S. (2018). Chicana feminism as a bridge: The personal struggle of a white woman researcher seeking an alternative theoretical lens. Journal of Curriculum Theorizing. p. 1-9.
Kasun, G.S. and Saavedra, C. M. (2016). “Disrupting ELL teacher candidates’ identities: Indigenizing teacher education in one study abroad program.” TESOL Quarterly 50(3), p. 684-707.
Kasun, G.S. (2016). “Interplay of a way of a knowing among Mexican-origin transnationals: Chaining to the border and to transnational communities.” Teachers College Record 119(9).
Kasun, G. S. (2016). “Ways of knowing: A framework for educators to understand Mexican-origin transnational families for educational equity.” Equity & Excellence in Education 49(2), p. 129-142.
Kasun, G.S. (2015). “‘The only Mexican in the room’: Sobrevivencia as a way of knowing for Mexican transnational students and families.” Anthropology & Education Quarterly 46(3), p. 277-294.
Kasun, G.S. (2014). “Hidden Knowing of working-class transnational Mexican families in schools: Bridge-building, Nepantlera knowers.” Ethnography and Education 9(3), p. 313-327.
Kasun, G.S. (2013). “‘We are not terrorists,’ but more likely transnationals: Reframing understandings about immigrants in light of the Boston Marathon bombings.” Multicultural Perspectives 15(4), p. 227-233.