Portraits of Anti-racist Alternative Routes to Teaching in the U.S.: Framing Teacher Development for Community, Justice, and Visionaries: 104 (Black Studies and Critical Thinking)

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ISBN 10: 1433127881 / ISBN 13: 9781433127885

Verlag: -, 2017

Beschreibung

Portraits of Anti-racist Alternative Routes to Teaching in the U.S.: Framing Teacher Development for Community, Justice, and Visionaries: 104 (Black Studies and Critical Thinking) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.

Bestandsnummer des Verkäufers 7719-9781433127885

Bibliografische Details

• Titel: Portraits of Anti-racist Alternative Routes to Teaching in the U.S.: Framing Teacher Development for Community, Justice, and Visionaries: 104 (Black Studies and Critical Thinking)
• Verlag: -
• Erscheinungsjahr: 2017
• Sprache: Englisch
• ISBN-10: 1433127881
• ISBN-13: 9781433127885
• Einband: paperback
• Zustand: Very Good

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.