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Four patients, from three families, with alkaptonuria receiving 4‐hydroxyphenylpyruvate dioxygenase‐inhibiting nitisinone therapy, which lowers homogentisic acid and increases tyrosine, developed vitiligo. Three of the four patients were receiving nitisinone 2 mg daily, while the fourth was on 10 mg daily. All four patients were either receiving or had received transiently proton‐pump inhibitors as therapy for dyspepsia. The ages of the patients were 35, 42, 40, and 67 years, respectively. Three patients were men and one was a woman. All four patients were either taking a proton‐pump inhibitor or had been taking one at some point. Three of the four were of South Asian and one of Caucasian background. The three patients with South Asian background also had either a personal or family history of autoimmune disease. Distressing vitiligo, initially in an acrofacial distribution, developed unexpectedly in these four patients, before then progressing to involve other parts of the body. Potential factors in the appearance of vitiligo in this setting, including nitisinone and other drug therapy, are explored and responses to the appearance of vitiligo are discussed.

This conceptual work examines the misappropriation of culturally responsive pedagogy by identifying ways in which misappropriations commonly occur in urban teaching and learning environments. They include culturally responsive practices as a smokescreen of good intentions, culture as a hook to gain students’ attention, and culturally responsive pedagogy as a tool of assimilation. As teacher educators, we see a need to critically examine pedagogical approaches to specifically identify the perpetuation of historical inaccuracies, harmful stereotypes, and masks of good intentions. Three premises are proposed that reflect a commitment to defining and identifying culturally responsive teacher education practices.

This article presents a case study that examined leaders’ actions within a Spanish/English two-way immersion program as they guided teachers in a critical analysis of a common literacy assessment routine. The intent of this research was to move toward a more equitable reconceptualization of the literacy assessment routine and ultimately work to disaffirm deficit views of emergent bilingual learners often perpetuated by conventional assessment practices. This examination relied on the framework of transformative leadership and linguistically responsive schooling. Findings reveal the leaders established a critical bilingual stance, enacted bilingual pedagogical spaces, and fostered the development of a bilingual community identity. The authors contend the critically transformative leader is key to the sustainability of equitable practices as they act to support, sustain, and deepen the critical aspect of professional learning communities and influence pedagogical change. Although focused on the ever-expanding field of bilingual education, the outcomes of this work address all leaders who seek to create equity in their diverse school communities and uphold culture and language as assets to learning.

This case study examined the experiences of one non-Latina bilingual teacher who was nominated as being an exemplary literacy educator of bilingual learners in a cross-linguistic and cross cultural learning environment. Findings demonstrated three characteristics that accompanied the focus teacher’s conventional knowledge of literacy teaching. These characteristics included a) an ongoing and evolving self-reflection on language and culture; b) an unwavering commitment to understanding bilingual identities; and c) a mindset oriented in action and advocacy. The implications for teacher education programs emphasize a focus on guiding students in traversing borders, cultivating quality practices, and building capacity for equity-oriented actions. This research was conducted through sociocultural-constructivist and culturally responsive frameworks with the intent of understanding ways of educating all teachers to be effective in classrooms of culturally and linguistically diverse learners.

As teacher educators, we continually ask ourselves how to most effectively prepare our teacher candidates with the professional knowledge and critical consciousness to engage in meaningful work wit...

The number of students designated as English language learners enrolled in U.S. schools is rapidly increasing, and because of this shifting cultural and linguistic landscape, it is essential that all teachers have the skills to effectively work with students who have a language other than English spoken at home. Using the framework of exemplary teacher studies in the field of literacy, the author examined the knowledge and experiences of two Latin@ teachers of emergent bilingual learners. Findings suggest that the teachers exhibited three significant characteristics as they worked to meet the language and literacy needs of their students. These characteristics included an ethic of relationship building, decision making based on shared knowledge, and a resolve to expand their discourse community. The author outlined foundational tenets for teacher educators as they reenvision the notion of the exemplary teacher in preparing all preservice teachers to be confident, exemplary teachers of linguistical...

Language is one of the most important drivers of children's socialization and development of a sense of belonging within their school, community, and culture. For bilingual and multicultural children in particular, language plays a critical role in the development of their identity. If emergent language learners do not feel confident in their bilingual identities, they may find it more challenging to make meaning and construct knowledge in school. Dynamic language practices allow students to flexibly and dynamically shift between their various linguistic and knowledge resources, thus allowing their bilingual identities to thrive. In contrast to practices that restrict the use of the non-dominant language during specific times or while interacting with certain people, the use of dynamic language practices allows children who experience school in more than one language to see that drawing on all of their linguistic resources is a valid method for improving their academic literacy and learning.

The purpose of this literature review was to examine how language is used to describe and advance culturally-based pedagogy to critically reflect on the language employed in teacher education research. Our intent was to understand the terminology that has moved conversations of equity, diversity, and cultural ways of knowing to the center of urban education research and practice. Findings indicate the discourse of culturally-based pedagogy relies upon: (1) the exploration of the construct of culture, (2) the knowledge of the socio-historical context of specific terminology, and (3) a perspective that discourse is generative and dynamic.

Objective: To examine the grief experience of parents of adult children with a mental illness and its relationship to parental health and well-being and parent child attachment and affective relationship. Methods: Participants were recruited from a variety of organizations throughout Australia that provide support services for sufferers of mental illness and/or for their families. Seventyone participants (62 mothers and nine fathers) all of whom had a child diagnosed with mental illness volunteered to take part in the study. All completed measures of grief, health status and parent-child relationship. Results: Parents reported experiencing grief in relation to their child's illness as evidenced by intrusive thoughts and feelings and avoidance of behaviour as well as difficulties adapting to and distress associated with reminders of the illness. Parental grief appears to reduce over time, but only in some aspects of grief and after an extended period. Increased parental grief was related to lowered psychological well-being and health status and associated with an anxious/ambivalent and a negative affective parent-child relationship. Conclusion: The study provides important insights into the grief experiences of parents following their child's diagnosis with mental illness. The significant relationship between parental grief and parental psychological well-being and health status as well as to parentchild relationship has important implications for health professionals. Foremost amongst these are the need to validate the distress and grief of parents and to better understand how to provide interventions that promote grief work and family bonds while reducing emotional distress and life disruption.