Titlebook: Identity in Education; Susan Sánchez-Casal (Former Associate Professor an Book 2009 Palgrave Macmillan, a division of Nature America Inc.

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Susan Sánchez-Casal,Amie A. Macdonaldal alternatives to the status quo, the authors suggest practical ways to ‘a(chǎn)nswer back’ to calls for more authoritarian responses to student behaviour within our schools..In doing so, the authors advocate for re978-981-10-9214-5978-981-10-0628-9

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Introductionic groups are closing the so-called achievement gap between rich and poor, male and female, immigrant and native-born citizen, racially priveleged and racially disadvantaged, and so on. It is also an indicator of where educational policy-makers and academic institutions need to focus their efforts a

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Identity, Realist Pedagogy, and Racial Democracy in Higher Educationces, and general educational resources. This racial privileging creates a two-class system of citizenship on campus by making it easier for white students to get into college (thereby making it harder for students of color to gain admission), giving white students greater social and educational free

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Fostering Cross-Racial Mentoring: White Faculty and African American Students at Harvard Collegeact that my peers and I resisted assimilation both preserved our sense of identity, and provided a richer, more democratic schooling experience, with fulsome cross-cultural experiences for us individually, and for the campus community writ large. This imperative is precisely what Paula Moya refers t

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Which America Is Ours? Martí’s “Truth” and the Foundations of “American Literature” 5% of professors are African American, about half of them work at historically black institutions. The proportion of black faculty members at predominantly white universities— 2.3%—is virtually the same as it was 20 years ago” (Wilson, A10). Given that “Hispanics” make up 12.5% of the total U.S. po

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