Teaching, Learning and Intersecting Identities in Higher Education
Language: English
Published by Peter Lang, 2012
- Hardcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
AbeBooks seller since August 14, 2006
Condition: New
£ 130.94
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Add to basketItem description from seller
Druck auf Anfrage Neuware - Printed after ordering - This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students. Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda.…
Seller Inventory # 9781433113147
- Title
- Teaching, Learning and Intersecting Identities in Higher Education
- Author
- Cerri Banks
- Publisher
- Peter Lang
- Publication year
- 2012
- Condition
- Neu
- Binding
- Buch
- Language
- English
- ISBN 10
- 1433113147
- ISBN 13
- 9781433113147
- Item weight
- 491 grams
- Dimensions
- 231x155x18 mm
Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda.
"Synopsis" may belong to another edition of this title.
About the Author
Cerri A. Banks, Vice President for Student Affairs and Dean of the College at Mount Holyoke College received her PhD from Syracuse University. She specializes in cultural studies and qualitative research. Banks draws from feminist and critical race theories in her book Black Women Undergraduates, Cultural Capital and College Success.
"About the title" may belong to another edition of this title.
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