Social justice issues and racism in the college classroom : perspectives from different voices / edited by Dannielle Joy Davis, Patricia G. Boyer.
Material type: TextLanguage: English Series: International perspectives on higher education research, v. 8 | International perspectives on higher education researchPublication details: Bingley : Emerald, 2013.Edition: 1st edDescription: 1 v. ; 23 cmISBN:- 9781781904992 (hbk.) :
- 9781781905005 (ebook) :
- 371.822 23 BOY
Item type | Current library | Collection | Call number | Status | Date due | Barcode |
---|---|---|---|---|---|---|
General Books | CUTN Central Library Social Sciences | Non-fiction | 371.822 BOY (Browse shelf(Opens below)) | Available | 38217 |
Browsing CUTN Central Library shelves, Shelving location: Social Sciences, Collection: Non-fiction Close shelf browser (Hides shelf browser)
371.58 ESP Bullying in American schools : | 371.7 SOS School social work : | 371.713 SHU Mental health and wellbeing through schools : | 371.822 BOY Social justice issues and racism in the college classroom : | 371.822 SHA Committees and commissions on women education / | 371.8220941 DEE Schooling for women's work / | 371.826 CAM Diverse sexuality and schools : |
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1: Introduction 2: Voices of faculty in the classroom 3: Voices from faculty and students focus upon students
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 will be 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.
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