Interrogating Whiteness and Relinquishing Power: White Facultyâ s Commitment to Racial Consciousness in STEM Classrooms (Social Justice Across Contexts in Education)

Joseph, Nicole M.; Haynes, Chayla; Cobb, Floyd

ISBN 10: 143312792X / ISBN 13: 9781433127922

Verlag: Peter Lang Inc., International Academic Publishers (edition New), 2015

Beschreibung

It's a preowned item in good condition and includes all the pages. It may have some general signs of wear and tear, such as markings, highlighting, slight damage to the cover, minimal wear to the binding, etc., but they will not affect the overall reading experience.

Bestandsnummer des Verkäufers 143312792X-11-1

Bibliografische Details

• Titel: Interrogating Whiteness and Relinquishing Power: White Facultyâ s Commitment to Racial Consciousness in STEM Classrooms (Social Justice Across Contexts in Education)
• Verlag: Peter Lang Inc., International Academic Publishers (edition New)
• Erscheinungsjahr: 2015
• Sprache: Englisch
• ISBN-10: 143312792X
• ISBN-13: 9781433127922
• Einband: Paperback
• Auflage: New.
• Zustand: Good

Über diesen Titel

Inhaltsangabe

This is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom.

Über die Autorin bzw. den Autor

Nicole M. Joseph is Assistant Professor of Mathematics Education at the University of Denver. She received her doctorate from the University of Washington Seattle, where Dr. James A. Banks served as her dissertation chair. Dr. Joseph is a National Academy of Education/Spencer Postdoctoral Fellowship recipient.
Chayla Haynes is Assistant Professor of Higher Education and Student Affairs Leadership at the University of Northern Colorado. Her most recent work is featured in The Sage Encyclopedia of Intercultural Competence, the National Association of Student Affairs Professionals Journal, and she is a co-editor of the forthardbackoming co-edited volume Race, Equity and Higher Education: The Global Relevance of Critical and Inclusive Pedagogies.
Floyd Cobb is Adjunct Professor in the Morgridge College of Education at the University of Denver. His research focuses on the impact of access and opportunity on academic outcomes for STEM students. He uses critical race theory as an analytical lens to interpret the historical intersection of current educational challenges.