Description |
1 online resource (xii, 162 pages). |
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text file |
Series |
Studies in inclusive education ; volume 22
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Studies in inclusive education (Sense Publishers) ; v. 22.
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Contents |
Introduction -- Capacitating Concepts -- Race-Visible Professional Identifications -- On White Double-Consiousness -- White Progressive Masculinities? -- Second Wave White Teacher Identity Studies. |
Bibliography |
Includes bibliographical references. |
Summary |
Becoming Teachers of Inner-city Students takes on the continuing challenges of White teachers in increasingly de facto re-segregated schools of the present. Drawing on the author's eighteen years of experience as a classroom teacher and his research on White teachers of inner-city students, Becoming Teachers provides key discussions on professional identity for preservice teachers, professional educators, and researchers interested in diversity education or urban education. Driving at complex recognitions of race, class, culture, language, and gender as a basis for teaching and learning with d. |
Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
Subject |
Male teachers -- United States.
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Male teachers. |
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United States. |
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Teachers, White -- United States.
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Teachers, White. |
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Students with social disabilities -- Education -- United States.
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Students with social disabilities. |
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Education. |
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Children of minorities -- Education -- United States.
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Children of minorities -- Education. |
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Education, Urban -- United States.
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Education, Urban. |
Genre/Form |
Electronic books.
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Other Form: |
Print version: Jupp, James C. Becoming teachers of inner-city students. Rotterdam ; Boston : Sense Publishers, ©2013 9462093695 (OCoLC)862036863 |
ISBN |
9789462093713 (electronic book) |
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9462093717 (electronic book) |
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9789462093690 (paperback) |
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9462093695 |
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9462093709 |
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9789462093706 |
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