Cerri banks (41 resultados)

Paperback. Condición: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condición: New. This book documents the academic and social success of Black women undergraduates as they negotiate dominant educational and social discourses about their schooling lives. Starting with the premise that Black women undergraduates are not a homogenous group and that they are being successful in college in greater numbers than Black men, this book examines the ways they navigate being traditionally underprepared academically for college, the discourse of «acting white», and oppressive classroom settings and practices. This work expands the theoretical concept of cultural capital by identifying the abundant and varied forms of cultural capital that Black women undergraduates provide, develop, and utilize as they make their way through college. The discussion of their raced, classed, and gendered experiences challenges the academy to make use of this understanding in its work towards educational equity. This movement has wide-reaching implications for ethos, policy, and practice in higher education.…

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condición: New. This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students. Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda.…

Condición: New. Series: Higher Ed. Num Pages: 192 pages. BIC Classification: JFSJ1; JHBC; JNA; JNMF; JNT. Category: (P) Professional & Vocational. Dimension: 152 x 225 x 13. Weight in Grams: 294. . 2009. First printing. Paperback. . . . .

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: New. In English.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: New. Utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. This book examines teaching and learning as integrated and synergistic practices and highlights the institutional power dynamics between scholars and students. Editor(s): Pliner, Susan M.; Banks, Cerri A. Series: Higher Ed. Num Pages: 230 pages. BIC Classification: JFSJ1; JHB; JNA; JNF. Category: (P) Professional & Vocational. Dimension: 152 x 227 x 14. Weight in Grams: 346. . 2012. New edition. Paperback. . . . .…

Condición: New. In English.

Condición: New. Series: Higher Ed. Num Pages: 192 pages. BIC Classification: JFSJ1; JHBC; JNA; JNMF; JNT. Category: (P) Professional & Vocational. Dimension: 152 x 225 x 13. Weight in Grams: 294. . 2009. First printing. Paperback. . . . . Books ship from the US and Ireland.

Condición: New. Utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. This book examines teaching and learning as integrated and synergistic practices and highlights the institutional power dynamics between scholars and students. Editor(s): Pliner, Susan M.; Banks, Cerri A. Series: Higher Ed. Num Pages: 230 pages. BIC Classification: JFSJ1; JHB; JNA; JNF. Category: (P) Professional & Vocational. Dimension: 152 x 227 x 14. Weight in Grams: 346. . 2012. New edition. Paperback. . . . . Books ship from the US and Ireland.…

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book documents the academic and social success of Black women undergraduates as they negotiate dominant educational and social discourses about their schooling lives. Starting with the premise that Black women undergraduates are not a homogenous group and that they are being successful in college in greater numbers than Black men, this book examines the ways they navigate being traditionally underprepared academically for college, the discourse of 'acting white', and oppressive classroom settings and practices. This work expands the theoretical concept of cultural capital by identifying the abundant and varied forms of cultural capital that Black women undergraduates provide, develop, and utilize as they make their way through college. The discussion of their raced, classed, and gendered experiences challenges the academy to make use of this understanding in its work towards educational equity. This movement has wide-reaching implications for ethos, policy, and practice in higher education.…

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students. Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda.…

paperback. Condición: New. In shrink wrap. Looks like an interesting title.

Hardcover. Condición: Very Good. Hardcover in very good condition. No dust jacket, as issued. Unused shop stock with a few bumps to board edges and a small abrasion to rear board at upper edge. Marks to page block. Pages are sound and internally clean throughout. AD. Used.

Taschenbuch. Condición: Neu. Black Women Undergraduates, Cultural Capital, and College Success | Cerri Banks | Taschenbuch | 204 S. | Englisch | 2009 | Peter Lang | EAN 9781433102110 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu. …

Taschenbuch. Condición: Neu. Teaching, Learning and Intersecting Identities in Higher Education | Cerri Banks (u. a.) | Taschenbuch | Higher Ed | 240 S. | Englisch | 2012 | Peter Lang | EAN 9781433113130 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu. …

Paperback. Condición: New. This book documents the academic and social success of Black women undergraduates as they negotiate dominant educational and social discourses about their schooling lives. Starting with the premise that Black women undergraduates are not a homogenous group and that they are being successful in college in greater numbers than Black men, this book examines the ways they navigate being traditionally underprepared academically for college, the discourse of «acting white», and oppressive classroom settings and practices. This work expands the theoretical concept of cultural capital by identifying the abundant and varied forms of cultural capital that Black women undergraduates provide, develop, and utilize as they make their way through college. The discussion of their raced, classed, and gendered experiences challenges the academy to make use of this understanding in its work towards educational equity. This movement has wide-reaching implications for ethos, policy, and practice in higher education.…

Paperback. Condición: New. This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students. Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda.…

Condición: New.

Condición: As New. Unread book in perfect condition.

Condición: New.

Condición: As New. Unread book in perfect condition.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students. Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda.…

Hardcover. Condición: Brand New. 300 pages. 9.25x6.25x1.00 inches. In Stock.

hardcover. Condición: Very Good. Very Good. Dust Jacket may NOT BE INCLUDED.CDs may be missing. SHIPS FROM MULTIPLE LOCATIONS. book.

PF. Condición: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Paperback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.