Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8

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Sonst. Personen	Boyer, Patricia G. (Hrsg.); Davis, Dannielle Joy (Hrsg.)
Titel	Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8
Quelle	(2013), (300 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1479-3628
ISBN	978-1-78190-499-2
Schlagwörter	Social Justice; Racial Bias; Higher Education; Minority Group Students; Minority Group Teachers; College Students; College Faculty; Student Attitudes; Teacher Attitudes; Guidelines; Critical Theory; Race; Whites; Advantaged; Teaching Methods; Course Content; Self Concept; Racial Identification; Educational Change; Hispanic American Students; Institutional Characteristics; Doctoral Programs; Activism; Journal Writing; Multicultural Education; Disadvantaged; School Policy; Females; African American Students; Program Descriptions; Instructional Leadership + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Racial discrimination; Rassismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Fakultät; Schülerverhalten; Lehrerverhalten; Richtlinien; Kritische Theorie; Rasse; Abstammung; White; Weißer; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Selbstkonzept; Bildungsreform; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Doktorandenprogramm; Aktivismus; Politischer Protest; Zeitschriftenaufsatz; Multikulturelle Erziehung; Schulpolitik; Weibliches Geschlecht; African Americans; Afroamerikaner; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	The focus of "Social Justice Issues and Racism in the College Classroom" is faculty and students of color at postsecondary institutions and the racial challenges they encounter in college classrooms. To achieve this aim, the book highlights the voices of various racial/ethnic groups of faculty and students, including international scholars. Additionally, the book will inform and bring attention to non-minority faculty and students of social justice issues related to race in the classroom and offer suggestions on how to be supportive of people of color. Several frameworks are utilized in this book to assist readers in better understanding ideas, concepts, and practices. Specifically, a social justice framework, critical race theory, and White privilege are used to better explore the featured topics. Both quantitative and qualitative (e.g., auto-ethnographic, interviews, etc.) data are utilized throughout the book to give voice to the authors. Questions posed for this edited book are as follows: How do faculty members include social justice issues related to race/ethnicity in their curricula? How are issues associated with race or ethnicity discussed in the classroom by students, as well as minority and nonminority faculty? What are the experiences of students of color in the classroom working with faculty of different races and ethnicities? Overall the book provides information to assist students and faculty of color with survival skills in complex environments. Following the introduction by Patricia Boyer, this book contains the following chapters: (1) Teaching for Social Justice Through Embracing Identity Tensions (Christine W. Nganga); (2) Teaching Race, Pushing Back, and Making Meaningful Change (Marybeth Gasman); (3) Advocating for Change: A Reflection on my Journey to Social Justice Education (Bonita K. Butner); (4) Confessions of a Border-Crossing Brotha-Scholar (Ty-Ron M.O. Douglas); (5) The Experiences of Marginalized Academics and Understanding the Majority: Implications for Institutional Policy and Practice (Dannielle Joy Davis); (6) Chicanos Teaching Social Justice in Higher Education/Chicanos Enseñando Justicia Social En La Universidad: Experiences at Predominately White and Hispanic Serving Institutions (Juan Carlos González and Edwardo L. Portillos); (7) Revolutionary Reforestation and White Privilege in a Critical Race Doctoral Program (Amy A. Hunter and Matthew D. Davis); (8) Research as Activism (Linda Sue Warner); (9) Reflective Journaling in a College Multicultural Education Classroom: Looking Past, Present, and Future (Eunyoung Kim); (10) Classroom Experiences Through the Lens of Social Justice: The Postsecondary Experiences of Three Black Female Students (Katrina M. Hubbard, Annette M. Burris, and Ashley L. Gray); (11) The Experience of Conducting a Study of Racial or Ethnic Dynamics: Voices of Doctoral Students in Colleges of Education (Aimee Howley, Renée A. Middleton, Marged Howley, Natalie F. Williams, and Laura Jeanette Pressley); (12) Perspective of a Majority Student (Kathleen M. Kanz-White); and (13) Reflections on a Critical Race Theory Project With Educational Leaders (Abul Pitre). An index is included. (Individual chapters contain references.) [Malcolm Tight is the series editor.] (ERIC).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2019/2/05