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Intersectionality Narratives in the ...
~
Makris, Sara.
Intersectionality Narratives in the Classroom = “Outsider Teachers” and Teaching Others /
Record Type:
Language materials, printed : Monograph/item
Title/Author:
Intersectionality Narratives in the Classroom/ by Sara Makris.
Reminder of title:
“Outsider Teachers” and Teaching Others /
Author:
Makris, Sara.
Description:
IX, 87 p.online resource. :
Contained By:
Springer Nature eBook
Subject:
Gender identity in education. -
Online resource:
https://doi.org/10.1007/978-3-319-67447-6
ISBN:
9783319674476
Intersectionality Narratives in the Classroom = “Outsider Teachers” and Teaching Others /
Makris, Sara.
Intersectionality Narratives in the Classroom
“Outsider Teachers” and Teaching Others /[electronic resource] :by Sara Makris. - 1st ed. 2018. - IX, 87 p.online resource.
This book portrays the experiences of self-described “outsider” or “other” teachers—teachers whose identities set them apart from their students based upon combinations of race, class, gender identity, sexual orientation, nationality, ability status, religion, or other identity characteristics. The teachers profiled bring experiences of social isolation and difference into the classroom and demonstrate perspectives and habits of mind that inform a nuanced approach to interaction with students.
ISBN: 9783319674476
Standard No.: 10.1007/978-3-319-67447-6doiSubjects--Topical Terms:
836773
Gender identity in education.
LC Class. No.: LC212.9-212.93
Dewey Class. No.: 370.81
Intersectionality Narratives in the Classroom = “Outsider Teachers” and Teaching Others /
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This book portrays the experiences of self-described “outsider” or “other” teachers—teachers whose identities set them apart from their students based upon combinations of race, class, gender identity, sexual orientation, nationality, ability status, religion, or other identity characteristics. The teachers profiled bring experiences of social isolation and difference into the classroom and demonstrate perspectives and habits of mind that inform a nuanced approach to interaction with students.
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