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Face-to-Face Over Race: Personal Challenges From Instituting a Social Justice Perspective in Our Teacher Education Program

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dc.creator Moule, Jean
dc.creator Waldschmidt, Eileen
dc.date.accessioned 2011-05-27T20:33:55Z
dc.date.available 2011-05-27T20:33:55Z
dc.date.issued 2003
dc.identifier.citation Moule, J., & Waldschmidt, E. (2003). Face-to-Face over Race: Personal Challenges from Instituting a Social Justice Perspective in Our Teacher Education Program. Teacher Education and Practice, 16(2), 121-142 en_US
dc.identifier.uri http://hdl.handle.net/1957/21544
dc.description.abstract The authors, one African American and one White, use personal narrative and dialogue to examine the process of implementing a social justice perspective into a teacher education program. The process reported in this article unearthed issues related to race that caused unexpected tensions among a small faculty. For the White educator this process entailed continuing a critical self-examination of her own racial identity development. For the African American faculty member, the process proved particularly stressful and isolating, yet led to an increased understanding of the nature of institutional racism. The authors’ hope is that through sharing our struggles around race and social justice others will be encouraged to begin or continue such transformative journeys en_US
dc.language.iso en_US en_US
dc.publisher Rowman & Littlefield Education en_US
dc.relation.ispartofseries Teacher Education and Practice en_US
dc.relation.ispartofseries Vol. 16 (2003) en_US
dc.title Face-to-Face Over Race: Personal Challenges From Instituting a Social Justice Perspective in Our Teacher Education Program en_US
dc.type Article en_US
dc.description.peerreview yes en_US


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