Felicia is a participant observation researcher, which means that she is skilled at participating in events and processes while she objectively documents them. She is also an ethnographer who uses field notes, surveys, and interviews to tell other people’s stories. She researches topics including: building on students’ lived experiences, cultural assets, inclusion, math education, and equity. Her work focuses on improving opportunities for learners from historically marginalized groups by illuminating their cultural assets. Her six-month ethnographic study in a Yucatec Maya village documented students’ innovative community approaches to problem-solving. In her current study, she explores what college students have to say about math assignments that invite them to build on their cultural identities. She focuses on culturally responsive pedagogy in the sense that she seeks to build on students’ lived experiences. She has shared her equity work in peer-reviewed scientific journals and at research conferences in both English and Spanish in the US and internationally.
RESEARCH ARTICLES & PRESENTATIONS:
•Darling, F. Including all students’ voices in math tasks. What do students have to say about that? (in prep).
• Darling, F. & Torres Barragán, M. (2021) Presentación Conferencia de la Universidad IberoAmericanade Estudios Educativos Ciudad de México sobre el tema de En un escenario post-neoliberal, ¿es posible una nueva generación de políticas en educación?
•Darling, F. & Torres Barragán, M. (2021). Estrategias comunitarias de resolución de problemas matemáticos en una comunidad maya en Yucatán , RLEE, 2021.
• NISOD Teachin’ It! Series on reaching and teaching community college students online, October 2020.
• Achieving the Dream 2020 Plenary, February, 2020.
• Darling, F. (2019). Incorporating cultural assets in Yucatec Maya math classrooms. Opportunities missed? Journal of Mathematics and Culture. 13(1), 20-60.
• Darling, F. (January, 2019). SRJC Lecture & Arts, Santa Rosa, CA. Making Cultural Assets Count: Funds of knowledge in a Yucatec Maya math classrooms.
• Darling, F. (2017). Outsider Indigenous Research: Dancing the Tightrope Between Etic and Emic Perspectives. Forum: Qualitative Social Research. 17(3).
• Darling, F. (November, 2016). Psychology of Mathematics Education-North America (PME-NA) Conference, Tucson, AZ. Making Cultural Assets Count: Community approaches to problem-solving in Yucatec Maya math classrooms.
• Darling, F. (July, 2016). American Psychological Association(APA) Society for the Study of Culture, Ethnicity, and Race Conference, Stanford, CA. Is this math? Community approaches to problem-solving in a Yucatec Maya village.
• Darling, F. (2012). Book Review of Maths in the Kimberley: Reforming Mathematics in Remote Indigenous Communities by R. Jorgensen, P. Sullivan, P. Grootenboer, R. Niesche, S. Lerman, and J. Boaler International Journal of Multicultural Education. 14(1).