Portraits of Anti-racist Alternative Routes to Teaching in the U.S. | Framing Teacher Development for Community, Justice, and Visionaries

Conra D. Gist

ISBN 10: 1433127881 / ISBN 13: 9781433127885

Verlag: Peter Lang, 2017

Beschreibung

Portraits of Anti-racist Alternative Routes to Teaching in the U.S. | Framing Teacher Development for Community, Justice, and Visionaries | Conra D. Gist | Taschenbuch | Kartoniert / Broschiert | Englisch | 2017 | Peter Lang | EAN 9781433127885 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu.

Bestandsnummer des Verkäufers 110674491

Bibliografische Details

• Titel: Portraits of Anti-racist Alternative Routes to Teaching in the U.S. | Framing Teacher Development for Community, Justice, and Visionaries
• Verlag: Peter Lang
• Erscheinungsjahr: 2017
• Sprache: Englisch
• ISBN-10: 1433127881
• ISBN-13: 9781433127885
• Einband: Taschenbuch
• Zustand: Neu
• Abmessungen: 225B x 150 H x 10 T Millimeter Breite: 225 mm, Höhe: 150 mm, Tiefe: 10 mm
• Gewicht: 249 Gramm
• Verkäuferkataloge:
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Über diesen Titel

Inhaltsangabe

Portraits of Anti-racist Alternative Routes to Teaching in the U.S. portrays how a critical teacher development framework for Teachers of Color can be applied to alternative routes to teaching and professional development program initiatives to actualize commitments to communities, social justice and visionaries.

Über die Autorin bzw. den Autor

Conra D. Gist, PhD, is Assistant Professor in the Department of Curriculum and Instruction at the University of Arkansas and holds a Ph.D. in Urban Education at the City University of New York (CUNY) Graduate Center. Her research agenda integrates two key areas of study―racial/ethnic teacher diversity and teacher development―and takes an interdisciplinary approach to explore how culturally responsive pedagogy, critical social theories, and African American history intersect to produce just and transformative teaching and learning possibilities. She started her teaching career in Brooklyn, NY as a fourth grade teacher and currently serves as Principal Investigator for the Teacher Testimony Project, an initiative that challenges the silencing of Teachers of Color through the development and featuring of teacher testimonies. As a 2016 Spencer/National Academy of Education Postdoctoral Fellow, she is also Principal Investigator for a national study examining the experiences of Black Teachers in Grow Your Own Programs.