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Showing all 11 results Save | Export
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Sherfinski, Melissa; Slocum, Audra – Journal of Research in Childhood Education, 2018
This case study using ethnographic methods addresses how teachers shape cultural processes related to girlhoods, and the roles of children's play in this dynamic. Poststructuralist theory of the carnival was used to analyze gendered, classed power dynamics within two rural Appalachian preschool classrooms influenced by a popular local festival.…
Descriptors: Ethnography, Play, Gender Issues, Power Structure
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Gnanadass, Edith – Adult Learning, 2014
This article examines the intellectual and experiential journey of a South Asian American (SAA) feminist who teaches about race and anti-racist praxis in the United States. It starts with her struggles trying to teach about race through the lens of White privilege and ends by sharing her current teaching practices which foreground the concept of…
Descriptors: Racial Bias, Teaching Methods, Feminism, Asian Americans
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Diaz, Sara P. – Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 2016
As women's and gender studies (WGS) is increasingly seen as an indispensable part of the academic landscape, a growing number of professors find themselves teaching WGS at religiously affiliated institutions. After she finished my PhD in feminist studies, the author transitioned into a new job as tenure-track faculty in a women's and gender…
Descriptors: Feminism, Teaching Methods, Womens Studies, Minority Groups
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Haviland, Victoria S. – Journal of Teacher Education, 2008
This article investigates the ways that White teachers approach issues of race, racism, and White supremacy in White-dominated educational settings. Drawing from data from a yearlong qualitative research study, the article uses discourse analysis, critical studies of Whiteness, and feminist theory to detail 15 rhetorical, behavioral, analytical,…
Descriptors: Feminism, Qualitative Research, Multicultural Education, Discourse Analysis
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Smele, Sandra; Siew-Sarju, Rehanna; Chou, Elena; Breton, Patricia; Bernhardt, Nicole – Teaching in Higher Education, 2017
At present there is a small, albeit growing, body of literature on pedagogical strategies and reflections which addresses the ways educators attempt to challenge the effects of neoliberalism on higher education. In this article, we reflect upon our pedagogical practices in higher education in this moment of neoliberal transformation wherein, as…
Descriptors: Teaching Methods, Neoliberalism, Social Justice, Intervention
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Blackwell, Deanna M. – Race, Ethnicity and Education, 2010
The way in which anti-racist education is currently conceptualized and practiced holds very few benefits for students of color. By using whiteness theory and the politics of identity and difference, many educators have developed pedagogical interventions that are concerned with bringing white students into a consciousness about racism and white…
Descriptors: Graduate Students, Educational Environment, Personal Narratives, Minority Groups
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Macomber, Kris; Rusche, Sarah Nell – Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 2010
As teachers, the authors' lessons about contemporary racial inequality are complicated and contradicted by the rhetoric of color-blindness--the belief that race no longer matters for determining life chances--entrenched in the culture. Students remain attracted to notions of racism as a problem of the "past" and often reject the idea that racism…
Descriptors: Feminism, Race, Racial Discrimination, Racial Bias
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Curry, Tommy – Philosophical Studies in Education, 2008
The recent pop culture iconography of the Critical Race Theory (CRT) label has attracted more devoted (white) fans than a 90s boy band. In philosophy, this trend is evidenced by the growing number of white feminists extending their work in gender analogically to questions of race and identity, as well as the unchecked use of the CRT label to…
Descriptors: Teaching Methods, Critical Theory, Race, Educational Theories
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B. A. L. – Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 2017
In this article, the author considers the ways racial and gender oppression uniquely impact the experiences of women faculty of color working at Hispanic-Serving Institutions (HSIs). HSIs are federally defined as accredited, not-for-profit two- or four-year institutions of higher learning whose total full-time student enrollment is at least 25…
Descriptors: Women Faculty, Minority Group Teachers, Hispanic Americans, Gender Differences
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James, Katie; Paino, Maria – Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 2015
Emotional labor refers to the process by which workers manage their emotions to align with organizational rules (Hochschild, 2012). In the classroom, the discussion of emotional labor was found to be a contentious issue, with students debating the validity of the concept and/or not understanding its relationship to status. The purpose of this…
Descriptors: Emotional Response, Self Control, Employees, Teaching Methods
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James, Joy – Feminist Teacher, 1991
Presents a course on gender, race, and class developed at a White, midwestern university. Describes critical theory objectives through which students learn to analyze racism, sexism, and classism, and construct a model based on their analysis. Includes class assignments, projects, and activities. (NL)
Descriptors: Controversial Issues (Course Content), Course Content, Course Descriptions, Critical Theory