Gespeichert in:
| Weitere beteiligte Personen: | , , |
|---|---|
| Format: | E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Bingley, U.K.
Emerald Publishing Limited
2023
|
| Schriftenreihe: | International perspectives on inclusive education
22 |
| Schlagwörter: | |
| Links: | https://doi.org/10.1108/S1479-3636202422 |
| Zusammenfassung: | 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. |
| Umfang: | 1 Online-Ressource (320 Seiten) |
| ISBN: | 9781804555323 |
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| series2 | International perspectives on inclusive education |
| 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), Heidi Luv Strikwerda (University of Redlands, USA), and Chris Forlin (University of Notre Dame, Australia) Bingley, U.K. Emerald Publishing Limited 2023 ©2024 1 Online-Ressource (320 Seiten) txt c cr International perspectives on inclusive education 22 Includes index. 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. United States Race relations Philosophy. Forlin, Chris Lalas, Jose W. Strikwerda, Heidi Luv Erscheint auch als Druck-Ausgabe 9781804555309 Erscheint auch als Druck-Ausgabe 9781804555316 |
| 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), Heidi Luv Strikwerda (University of Redlands, USA), and Chris Forlin (University of Notre Dame, Australia) |
| 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), Heidi Luv Strikwerda (University of Redlands, USA), and Chris Forlin (University of Notre Dame, Australia) |
| 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), Heidi Luv Strikwerda (University of Redlands, USA), and Chris Forlin (University of Notre Dame, Australia) |
| 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? |
| topic_facet | United States Race relations Philosophy. |
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