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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 99 1 White innocence : paradoxes of colonialism and race Wekker, Gloria. - Durham : Duke University Press, 2016 MPI für Psycholinguistik Show details 2 The Freedom of Speech in Public Forums on College Campuses: A Single-Site Case Study on Pushing the Boundaries of the Freedom of Speech Davidson, Alexander In: Journalism (2016) BASE Show details 3 How to Stay Together at the Table to Talk about Race Adams, Susan R. In: Scholarship and Professional Work – Education (2016) BASE Show details 4 Language and the Promised Land: Passage and Migration to a Spanish-Language ‘Third Place’ Dworkin y Mendez, Kenya C. In: Cultural Encounters, Conflicts, and Resolutions (2016) BASE Show details 5 American Muslims: How the “American Creed” Fosters Assimilation and Pluralism Moore, James R In: Cultural Encounters, Conflicts, and Resolutions (2016) BASE Show details 6 Teaching Secondary Mathematics and Science Contents embedded in Historical and Cultural Contexts: Challenges and Possibilities Pourdavood, Roland In: Cultural Encounters, Conflicts, and Resolutions (2016) BASE Show details 7 Hannah Arendt and Natives as Extras: Towards an Ontology of Palestinian Presence? Melfi, Francesco In: Cultural Encounters, Conflicts, and Resolutions (2016) BASE Show details 8 On Confucius’s Ideology of Aesthetic Order Wang, Li In: Cultural Encounters, Conflicts, and Resolutions (2016) BASE Show details 9 Table of Contents Wilberschied, Lee F., Ph.D.; Medina-Rivera, Antonio In: Cultural Encounters, Conflicts, and Resolutions (2016) BASE Show details 10 Introduction Wilberschied, Lee F., Ph.D.; Medina-Rivera, Antonio In: Cultural Encounters, Conflicts, and Resolutions (2016) BASE Show details 11 Variation stylistique, mobilité sociale et positionnements épilinguistiques en contexte migratoire : le cas de migrants camerounais à Paris TELEP, Suzie In: Espaces, mobilités et éducation plurilingues. Eclairages d'Afrique ou d'ailleurs ; https://hal.archives-ouvertes.fr/hal-01572276 ; Michelle Auzanneau; Margaret Bento; Malory Leclère. Espaces, mobilités et éducation plurilingues. Eclairages d'Afrique ou d'ailleurs, Editions des archives contemporaines, pp. 145-158, 2016, 9782813002198, 2813002194 (2016) BASE Show details 12 “What, a Black man can’t have a TV?”: Vine Racial Comedy as a Sociopolitical Discourse Genre Calhoun, Kendra. - : eScholarship, University of California, 2016 In: Calhoun, Kendra. (2016). “What, a Black man can’t have a TV?”: Vine Racial Comedy as a Sociopolitical Discourse Genre. 0035: Linguistics. Retrieved from: http://www.escholarship.org/uc/item/9wj3w192 (2016) BASE Show details 13 The Longue Durée of Ethnic Studies: Race, Education and the Struggle for Self-Determination Delgado, Ziza Joy. - : eScholarship, University of California, 2016 In: Delgado, Ziza Joy. (2016). The Longue Durée of Ethnic Studies: Race, Education and the Struggle for Self-Determination. UC Berkeley: Ethnic Studies. Retrieved from: http://www.escholarship.org/uc/item/84n3f8kh (2016) BASE Show details 14 The Longue Durée of Ethnic Studies: Race, Education and the Struggle for Self-Determination Delgado, Ziza Joy. - : eScholarship, University of California, 2016 BASE Show details 15 The Role of Race and Culture in Teachers' Lives : An Investigation of Relationships Between Culturally Relevant Pedagogy, Color-Blindness, and Racial Identity Jean, Courtney M., 1982-. - : Central Connecticut State University, 2016 Abstract: This large-scale mixed methods study investigated the saliency of race and culture in classroom teachers. Research and hypothesis were guided by four questions: 1. What is the relationship between color-blindness and culturally relevant teaching competency of classroom teachers? 2. What is the relationship between racial identity and culturally relevant teaching competency of classroom teachers? 3. What is the relationship between color-blindness and racial identity of classroom teachers? 4. What do teachers believe is the impact of race, ethnicity, and culture on classroom teaching and learning? An online survey completed by 1095 Connecticut teachers included three scales: Spanierman et al. (2011) Multicultural Teaching Competency Scale (MTCS); the Neville et al. (2000) Color-blind Racial Attitudes Scale (CoBRAS); and the Plummer (2003) Racial Identity Status Self-Assessment (RISSA). The RISSA has not been used widely or validated formally. Thus, analyses were conducted to explore the instrument's reliability and validity. An inverse relationship between color-blindness (CoBRAS) and culturally relevant teaching (MTCS) was confirmed through significant correlation coefficients (except for the CoBRAS' Institutional Discrimination scale). Correlations between racial identity (RISSA) and culturally responsive teaching (MTCS) were all positive. Although inverse correlations were predicted between culturally responsive teaching and the lower statuses of racial identity, a positive relationship was found between MTCS and all four RISSA statuses. However, correlations to the MTCS were strongest at the most advanced racial identity level (Multicultural/Transcultural). Statistical checks for internal consistency resulted in concerns about the RISSA as a reliable measure of racial identity. In addition to quantitative findings, results from the single open-ended survey question provided insight into teachers' beliefs. Analysis of qualitative comments from 1025 teachers on the role of race in the classroom revealed six major themes: curriculum and instruction, classroom and environment, family and socio-economics, student characteristics, addressing race issues, and discounting race. Results highlight the different ways race impacts teachers' lives in three domains: self-identity, social attitudes, and classroom practices. Implications and recommendations for future research are discussed. ; "Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education."; Dissertation advisor: Penelope Lisi.; Ed.D.,Central Connecticut State University,,2016.; Includes bibliographical references (leaves 142-160). Keyword: Culturally relevant pedagogy.; Post-racialism.; Teachers; Whites--Race identity. URL: http://content.library.ccsu.edu/cdm/ref/collection/ccsutheses/id/2405 BASE Hide details 16 Black America: une histoire des luttes pour l'égalité et la justice (XIXe-XXIe siècle) Rolland-Diamond, Caroline. - : HAL CCSD, 2016. : La Découverte, 2016 In: https://hal.parisnanterre.fr//hal-01640353 ; La Découverte, 2016, 978-2-7071-7550-2 (2016) BASE Show details 17 Voices of adult Latinos with physical disabilities and their families ... Lemos, Laura. - : University of Southern California Digital Library (USC.DL), 2016 BASE Show details 18 Latina/o pre-service teachers: a community's cultural wealth overlooked ... Mendoza Nevárez, Diane E.; Mendoza Nevarez, Diane E.. - : University of Southern California Digital Library (USC.DL), 2016 BASE Show details 19 Using Spiral Dynamic Theory for Adult Civic Engagement Research and Social Justice Education Brown, Lisa R. In: Adult Education Research Conference (2016) BASE Show details 20 The Finney County, Kansas Community Assessment Process: Fact Book Bolton, Debra J, PhD; Dick, Shannon L., M.S. In: NPP eBooks (2016) BASE Show details Page: 1 2 3 4 5

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