Teaching While White: Addressing the Intersections of Race and Immigration in the Classroom

Roy, Laura A.

ISBN 10: 1475840381 / ISBN 13: 9781475840384

Published by Rowman & Littlefield Publishers, 2018

About this Item

Book is in good condition and may include underlining highlighting and minimal wear. The book can also include "From the library of" labels. May not contain miscellaneous items toys, dvds, etc. . We offer 100% money back guarantee and 24 7 customer service.

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Bibliographic Details

• Title: Teaching While White: Addressing the Intersections of Race and Immigration in the Classroom
• Publisher: Rowman & Littlefield Publishers
• Publication Date: 2018
• Language: English
• ISBN 10: 1475840381
• ISBN 13: 9781475840384
• Binding: Soft cover
• Condition: good

About this title

Synopsis

This book endeavors to cultivate activism literacies in White teachers in order to disrupt the system of white supremacy and racial oppression in education. This book focuses primarily on White teachers’ responsibility in becoming advocates for, and accomplices to communities of color. Through the lens of Critical Race Teacher Activism (CRTA), this book seeks to support teachers in critiquing and transforming pedagogy and curriculum in predominantly white spaces in order to interrupt the single story and amplify voices that are marginalized, silenced, or omitted from curriculum.

About the Author

Laura A. Roy (Ph.D., University of Texas at San Antonio) is Associate Professor and Chair of Education at La Salle University in Philadelphia, PA. Laura’s program of research is interdisciplinary, drawing primarily from critical and sociocultural theories in order to examine the places where new and existing communities meet and intersect. At the core of her work is a concern for and commitment to equity, social justice, and teacher activism. As a teacher educator, Laura is committed to supporting teacher research and transformative practices that seek to dismantle systems of oppression. Her record of publication centers primarily on the classroom and community experiences of refugee and immigrant populations in the US, examining the intersections of race, culture, language, and other markers of identity. She is particularly interested in the discursive practices in the classroom that cultivate or marginalize students’ unique cultural and literate histories.