Women Faculty of Color in the White Classroom (Higher Ed, Vol. 7)

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9780820449944: Women Faculty of Color in the White Classroom (Higher Ed, Vol. 7)
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What is it like for women of color to teach in predominantly white college classrooms? This anthology is about the pedagogical implications of diversifying the faculty of higher education. It compiles narratives by women professors of color who interrogate their classroom experiences in predominantly white U.S. campuses to examine the impact of their social positions upon their classroom practices and their teaching-learning selves. The authors reflect upon their unique classroom challenges and talk about the teaching-learning strategies they use to find rewards in their interactions with students. This anthology explores the larger question of how social distinctions shape classroom social life and will be a resource for those concerned with enabling the diversification of the faculty of institutions of higher learning.

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The Editor: Lucila Vargas teaches in the areas of communication and social change, international communication, and gender, class, race, and ethnicity and the media. She has a Ph.D. in International Communication from the University of Texas-Austin, and she is Associate Professor at the University of North Carolina-Chapel Hill. Author of Social Uses and Radio Practices: The Use of Participatory Radio by Ethnic Minorities in Mexico (1995), she has recently published on issues of pedagogy and on U.S. Latinos and the media.

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Book Description Peter Lang Publishing Inc, United States, 2002. Paperback. Condition: New. Language: English . Brand New Book. What is it like for women of color to teach in predominantly white college classrooms? This anthology is about the pedagogical implications of diversifying the faculty of higher education. It compiles narratives by women professors of color who interrogate their classroom experiences in predominantly white U.S. campuses to examine the impact of their social positions upon their classroom practices and their teaching-learning selves. The authors reflect upon their unique classroom challenges and talk about the teaching-learning strategies they use to find rewards in their interactions with students. This anthology explores the larger question of how social distinctions shape classroom social life and will be a resource for those concerned with enabling the diversification of the faculty of institutions of higher learning. Seller Inventory # LIB9780820449944

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Book Description Peter Lang Publishing Inc, United States, 2002. Paperback. Condition: New. Language: English . Brand New Book. What is it like for women of color to teach in predominantly white college classrooms? This anthology is about the pedagogical implications of diversifying the faculty of higher education. It compiles narratives by women professors of color who interrogate their classroom experiences in predominantly white U.S. campuses to examine the impact of their social positions upon their classroom practices and their teaching-learning selves. The authors reflect upon their unique classroom challenges and talk about the teaching-learning strategies they use to find rewards in their interactions with students. This anthology explores the larger question of how social distinctions shape classroom social life and will be a resource for those concerned with enabling the diversification of the faculty of institutions of higher learning. Seller Inventory # LIB9780820449944

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Book Description New York, 2002. 350 pp., 2002. Condition: New. What is it like for women of color to teach in predominantly white college classrooms? This anthology is about the pedagogical implications of diversifying the faculty of higher education. It compiles narratives by women professors of color who interrogate their classroom experiences in predominantly white U.S. campuses to examine the impact of their social positions upon their classroom practices and their teaching-learning selves. The authors reflect upon their unique classroom challenges and talk about the teaching-learning strategies they use to find rewards in their interactions with students. This anthology explores the larger question of how social distinctions shape classroom social life and will be a resource for those concerned with enabling the diversification of the faculty of institutions of higher learning. Seller Inventory # 64994

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