Isbn: 9781681236476 - white women's work: examining the intersectionality of teaching, identity, and race (contemporary perspectives on access, equity, and achievement) (21 resultados)

Paperback. Condición: Fine. 8.4 X 5.9 X 0.7 inches; Book has no names, pages unmarked, covers with no creasing on spine or covers. Excellent book.

Paperback. Condición: Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less.

Condición: acceptable. USED book in ACCEPTABLE condition. Cover and pages are in tact but may show creases, tears, water damage, handwriting, underlining, or highlighting. May be missing dust jacket. Supplemental items such as access codes and CDs not guaranteed.

Condición: New.

Paperback or Softback. Condición: New. White Women's Work: Examining the Intersectionality of Teaching, Identity, and Race. Book.

Condición: As New. Unread book in perfect condition.

Condición: new.

Condición: New. pp. 220.

Condición: New. 2016. paperback. . . . . .

Condición: New. pp. 220.

Condición: New. In English.

Paperback. Condición: New.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Condición: As New. Unread book in perfect condition.

Condición: New.

Condición: New. 2016. paperback. . . . . . Books ship from the US and Ireland.

PAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback. Condición: Brand New. 216 pages. 9.00x6.00x0.50 inches. In Stock. This item is printed on demand.

Condición: New. PRINT ON DEMAND pp. 220.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Examines how white women teacher dispositions intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume arg.…

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - A volume in Contemporary Perspectives on Access, Equity, and AchievementHistorically, white women have had a tremendous influence on establishing the ideological, political, and culturalscaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender,feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many morewhite women teachers than males or non¿white teachers, thus making it imperative to better understand the nature of white women's work inculturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacherdispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness,institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teachingpractice that leads to more equitable schooling outcomes for youth of color.While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research¿supportedprofessional development resources for a white woman¿dominated profession. To that end, the book's contributors present critical insight forcreating cultural contexts for learning conducive to effective cross¿cultural and cross¿racial teaching. Chapters in the first section explore whitewomen's role in establishing and maintaining school environments that cater to Eurocentricsensibilities and white racial preferences for learning and social interaction. Authors in the secondsection discern the implications of white images, whiteness, and white racial identity formation forpreparing and professionally developing white women teachers to be effective educators. Chapters in thethird section of the book emphasize the centrality of race in negotiating academic interactions thatdemonstrate culturally responsive teaching. Each chapter in this book is written to investigate theintersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching inmultiethnic environments. In addition, the book offers solution¿oriented practices to equip white women(and any other reader) to respond appropriately and adequately to the needs of racially diverse students inAmerican schools.…