東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Race in education, anti-racist activ...

Jay, Michelle Hardy.

FindBook

Google Book

Amazon

博客來

Race in education, anti-racist activism and the role of white colleagues: Listening to the voices of African American educators.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Race in education, anti-racist activism and the role of white colleagues: Listening to the voices of African American educators./
作者:	Jay, Michelle Hardy.
面頁冊數:	230 p.
附註:	Adviser: George Noblit.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3219468
ISBN:	9780542690761

Race in education, anti-racist activism and the role of white colleagues: Listening to the voices of African American educators.
Jay, Michelle Hardy.

Race in education, anti-racist activism and the role of white colleagues: Listening to the voices of African American educators. - 230 p.

Adviser: George Noblit.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2006.

This dissertation interprets the stories of five African American educators and the ways in which they view and experience manifestations of race and racism in schools. Guided by a critical race methodology that frames race as an analytical lens for research conducted on the work and lives of people of color, the researcher conducted in-depth, phenomenological interviews as well as a focus group with the educators to investigate their day-to-day experiences as they attempt to navigate the processes and discourses in schools through which racism often emerges. The study also examines the extent to which the educators acknowledge, and are critical of, structures that impede the academic progress of students of color. Finally, it explores their perspectives on the role of white colleagues in anti-racist work in schools.

ISBN: 9780542690761Subjects--Topical Terms:

1017673
Black Studies.

Race in education, anti-racist activism and the role of white colleagues: Listening to the voices of African American educators.
LDR:03389nam 2200325 a 45 001 973709
005 20110928
008 110928s2006 eng d
020 $a 9780542690761
035 $a (UMI)AAI3219468
035 $a AAI3219468
040 $a UMI $c UMI
100 1 $a Jay, Michelle Hardy. $3 1297659
245 1 0 $a Race in education, anti-racist activism and the role of white colleagues: Listening to the voices of African American educators.
300 $a 230 p.
500 $a Adviser: George Noblit.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1602.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2006.
520 $a This dissertation interprets the stories of five African American educators and the ways in which they view and experience manifestations of race and racism in schools. Guided by a critical race methodology that frames race as an analytical lens for research conducted on the work and lives of people of color, the researcher conducted in-depth, phenomenological interviews as well as a focus group with the educators to investigate their day-to-day experiences as they attempt to navigate the processes and discourses in schools through which racism often emerges. The study also examines the extent to which the educators acknowledge, and are critical of, structures that impede the academic progress of students of color. Finally, it explores their perspectives on the role of white colleagues in anti-racist work in schools.
520 $a Whereas other traditional research epistemologies, paradigms, and theories have explained the experiences of people of color in ways that have silenced and distorted their experiences with racism, these educators' racialized experiences are viewed as sources of resistance and strength. Consequently, in the tradition of Critical Race Theory, those experiences are presented as counter-narratives: narratives that speak against the dominant stories told about the impact and effects of racism. Those experiences also serve as the basis for a critical analysis of the daily functioning of schools that centers the role played by race. While the counter-narratives reveal the diversity of microaggressions that influence the work and lives of these educators, the critical analysis exposes the ways in which racism and racist views are embedded into school structures, processes, and discourses. Working symbiotically, those structures, processes, and discourses serve as the instruments through which boundaries and barriers are created and maintained. Consequently, race-based inequities and exclusionary practices become institutionalize.
520 $a Concluding with a call to action, the study suggests that if we desire to address the issues illuminated by the educators' experiences in concrete ways that result in tangible, material benefits for both educators and students of color, it will be the responsibility of those most directly positioned to bring about such change---school administrators and schools and colleges of education.
590 $a School code: 0153.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Teacher Training. $3 783747
690 $a 0325
690 $a 0340
690 $a 0514
690 $a 0530
710 2 0 $a The University of North Carolina at Chapel Hill. $3 1017449
773 0 $t Dissertation Abstracts International $g 67-05A.
790 $a 0153
790 1 0 $a Noblit, George, $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3219468