Gespeichert in:
| Weitere beteiligte Personen: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Leeds
Emerald Publishing
2024
|
| Ausgabe: | First edition |
| Schriftenreihe: | International perspectives on inclusive education
volume 22 |
| Schlagwörter: | |
| Links: | https://doi.org/10.1108/S1479-3636202422 https://doi.org/10.1108/S1479-3636202422 https://doi.org/10.1108/S1479-3636202422 |
| Abstract: | Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education. Contextualizing Critical Race Theory on Inclusive Education from A Scholar-Practitioner Perspective highlights what race means across social, cultural, political, and historical categories of diverse identities. The scholar-practitioner approach employed here captures the theories, tenets, perspectives, and misconceptions of this based on its particular critical expansion in describing other related social identities that is consistent with the attributes of inclusive education. More importantly, it emphasizes the theoretical and practical use of critical race theory as an analytical tool in addressing the influence of race on inequities in school policy, curriculum, instruction, and educational programs and the impact of these on inclusive education. This volume features scholar-practitioners who research and engage in best practices using critical race theory as a lens to analyse and address the manifestations of race, racism, diversity, and inclusion in schooling. |
| Beschreibung: | Includes index. - Includes bibliographical references. - Print version record |
| Umfang: | 1 Online-Ressource (xxix, 265 Seiten) Illustrationen |
| ISBN: | 9781804555309 |
| DOI: | 10.1108/S1479-3636202422 |
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| spelling | Contextualizing critical race theory on inclusive education from a scholar-practitioner perspective does it really matter? edited by Jose W. Lalas (University of Redlands, USA) and Heidi Luv Strikwerda (University of Redlands, USA) First edition Leeds Emerald Publishing 2024 1 Online-Ressource (xxix, 265 Seiten) Illustrationen txt rdacontent c rdamedia cr rdacarrier International perspectives on inclusive education volume 22 Includes index. - Includes bibliographical references. - Print version record Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education. Contextualizing Critical Race Theory on Inclusive Education from A Scholar-Practitioner Perspective highlights what race means across social, cultural, political, and historical categories of diverse identities. The scholar-practitioner approach employed here captures the theories, tenets, perspectives, and misconceptions of this based on its particular critical expansion in describing other related social identities that is consistent with the attributes of inclusive education. More importantly, it emphasizes the theoretical and practical use of critical race theory as an analytical tool in addressing the influence of race on inequities in school policy, curriculum, instruction, and educational programs and the impact of these on inclusive education. This volume features scholar-practitioners who research and engage in best practices using critical race theory as a lens to analyse and address the manifestations of race, racism, diversity, and inclusion in schooling. Critical race theory Racism in education / United States Discrimination in education / United States Social Science, Race & Ethnic Relations Ethnic minorities & multicultural studies United States / Race relations / Philosophy Lalas, Jose W. (DE-588)1246302691 edt Strikwerda, Heidi Luv (DE-588)1246302837 edt Forlin, Chris (DE-588)1193183154 edt Erscheint auch als Druck-Ausgabe 978-1-80455-531-6 Erscheint auch als Online-Ausgabe, EPUB 978-1-80455-532-3 X:EMERALD https://doi.org/10.1108/S1479-3636202422 Resolving-System URL des Erstveröffentlichers Volltext |
| spellingShingle | Contextualizing critical race theory on inclusive education from a scholar-practitioner perspective does it really matter? |
| title | Contextualizing critical race theory on inclusive education from a scholar-practitioner perspective does it really matter? |
| title_auth | Contextualizing critical race theory on inclusive education from a scholar-practitioner perspective does it really matter? |
| title_exact_search | Contextualizing critical race theory on inclusive education from a scholar-practitioner perspective does it really matter? |
| title_full | Contextualizing critical race theory on inclusive education from a scholar-practitioner perspective does it really matter? edited by Jose W. Lalas (University of Redlands, USA) and Heidi Luv Strikwerda (University of Redlands, USA) |
| title_fullStr | Contextualizing critical race theory on inclusive education from a scholar-practitioner perspective does it really matter? edited by Jose W. Lalas (University of Redlands, USA) and Heidi Luv Strikwerda (University of Redlands, USA) |
| title_full_unstemmed | Contextualizing critical race theory on inclusive education from a scholar-practitioner perspective does it really matter? edited by Jose W. Lalas (University of Redlands, USA) and Heidi Luv Strikwerda (University of Redlands, USA) |
| title_short | Contextualizing critical race theory on inclusive education from a scholar-practitioner perspective |
| title_sort | contextualizing critical race theory on inclusive education from a scholar practitioner perspective does it really matter |
| title_sub | does it really matter? |
| url | https://doi.org/10.1108/S1479-3636202422 |
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