Literaturnachweis - Detailanzeige
Autor/in | Dillard, Cynthia B. |
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Titel | Turning the Ships Around: A Case Study of (Re)Membering as Transnational Endarkened Feminist Inquiry and Praxis for Black Teachers |
Quelle | In: Educational Studies: Journal of the American Educational Studies Association, 52 (2016) 5, S.406-423 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1946 |
DOI | 10.1080/00131946.2016.1214916 |
Schlagwörter | Case Studies; African American Teachers; Females; Feminism; Culturally Relevant Education; African American Students; Inquiry; Praxis; Personal Narratives; Epistemology; Global Approach; Afrocentrism; African Culture; Study Abroad; African American Education; Foreign Countries; Ghana; United States Case study; Fallstudie; Case Study; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Feminismus; Student; Students; Schüler; Schülerin; Studentin; Erlebniserzählung; Erkenntnistheorie; Globales Denken; Afro-centrisme; Afrozentrismus; Africa; Culture; Afrika; Kultur; Studies abroad; Auslandsstudium; Ausland; USA |
Abstract | In this case study of a young Black woman educator from the southern United States, I examine how her engagements with Africa and African knowledges, culture and womanhood in Ghana, West Africa substantively transformed her selfhood and her ability to respond in cultural relevant and accurate ways in her teaching of Black children. From her story and the larger data corpus of this study, I argue for the notion of (re)membering as endarkened feminist processes. The power of these processes illustrate clearly how encounters with the African continent and peoples can heal, humanize and ultimately transform teaching, learning and teachers' lives. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |