Zobrazeno 1 - 4
of 4
pro vyhledávání: '"Catherine D. Bhathena"'
Publikováno v:
Theory Into Practice. 60:62-71
Transformative approaches are essential for teachers, researchers, and teacher educators to rethink their identities and roles and to position themselves as both collaborators with and learners fro...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6369d2ecf666e519ec7f9677f21d883d
https://doi.org/10.1080/00405841.2020.1829379
https://doi.org/10.1080/00405841.2020.1829379
Autor:
Catherine D. Bhathena, Teresa Sosa
Publikováno v:
The High School Journal. 102:210-227
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5c8eefe7d632fb0ba3c765abe6d360ae
https://doi.org/10.1353/hsj.2019.0007
https://doi.org/10.1353/hsj.2019.0007
Autor:
Vicki L. Bonds, Alycia M. Elfreich, Catherine D. Bhathena, Jada A. Phelps-Moultrie, Nathaniel Andrew Williams, Troy A. Crayton, Tiffany S. Kyser, Brandon J. Currie, James Joseph Scheurich
Publikováno v:
Race Ethnicity and Education. 20:508-526
Educational equity dominates discussions of US schooling. However, what ‘educational equity’ means is much contested in the scholarly literature and in public discourses. We follow the lead of scholars of color who have problematized the definiti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d20aefe954144c46b938e4c526ed7fd7
https://doi.org/10.1080/13613324.2017.1299123
https://doi.org/10.1080/13613324.2017.1299123
Autor:
Teresa Sosa, Catherine D. Bhathena
Publikováno v:
Journal of Cases in Educational Leadership. 20:22-33
Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent pattern in the practices of her colleagues. These practices tend to be racially insensitive and emphasize a noncritical view that does not attend to students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::88f8a1fec60f2072b7f2c0e104a665c2
https://doi.org/10.1177/1555458916688506
https://doi.org/10.1177/1555458916688506