Dr. Arce has over 35 years of teaching experience in teaching in K-5 elementary schools, district leadership roles as a literacy curriculum coordinator and leader, Reading Recovery Teacher Leader (English and Spanish) and professor at SFSU. She completed her BA in Political Science at UCSB, MA in Latin American Studies at CSU Los Angeles, and her Doctorate in Education at the University of San Francisco. Her dissertation was titled: Developing Voices: Transformative Education in a First Grade Spanish Two-Way Immersion Classroom, A Participatory Study. It received the Outstanding Dissertation Semi-finalist, National Association for Bilingual Educators, 1997. Two-way immersion teaching and learning settings continue to be of keen interest in preparation of bilingual teacher credential programs.
Her specializations are in teacher education, teaching literacy, socio-linguistics and bilingual education. She is particularly interested in researching teacher education preparation programs and their impact on developing novice teachers who are bilingual and bi-cultural. Critical to her research is to explore the impact of high-stake testing and evaluation instruments impact novice teachers’ development on professional and personal levels. Her research seeks to unfold the complexities of teaching and becoming culturally responsive educators. Dr. Arce uses self-study and participatory research designs to conduct her research.
Dr. Arce has always worked to create opportunities for marginalized communities. Collectively she engages with communities to envision and build transformative educational settings by challenging racism and institutional barriers that exclude People of Color and non-mainstream communities. She is deeply committed to understanding and applying critical pedagogy and culturally responsive approaches in public schools, including in teacher education preparation programs.
She teaches in the Master of Arts: Concentration Language and Literacy, Reading Specialists, the Multiple Subject Credential Programs (CLAD and the Spanish-Bilingual Authorization Programs). She values the responsibility of overseeing and guiding MA graduates in Language and Literacy during their field study/thesis. She has taught many of the credential program courses and supervised student teaching. Since 2011 she has coordinated the Bilingual Educators for Social Transformation Multiple Subject Credential Bilingual Authorization Program (BEST).
- Arce, J. (April 2013). Latina Professor Revitalizing Historical Memory: Resistance Politics and Transformation Within Teacher Education in the United States. Studying Teacher Education: Journal of Self-Study of Teacher Education Practice. Published online: DOI:10.1080/17425964.2013.780512.
- Arce, J. (2012). Preparing Preservice Spanish, Bilingual Teachers to Develop a Vision for Transformative Education. In Gallardo, O.M. & Ramírez, L. Multicultural education in practice: Transforming communities one at a time (pp.115-126). CA: California Association of Bilingual Educators.
- Arce, J. & Padilla-Detwiller, E. (2012). Scaffolding Discussions to Develop Comprehension and Student Voices. In Fingon, J.C. & Ulanoff, S.H. (Eds.), Learning from Culturally and Linguistically Diverse Classrooms: Promoting Success for All Students (pp. 142-160). NY: Teachers College Press.