Taking Back Control: African Canadian Women Teachers' Lives and Practice (Suny Series, Identities in the Classroom)
ISBN-13:
9780791438381
ISBN-10:
0791438384
Author:
Annette Henry
Publication date:
1998
Publisher:
State University of New York Press
Format:
Paperback
230 pages
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Book details
ISBN-13:
9780791438381
ISBN-10:
0791438384
Author:
Annette Henry
Publication date:
1998
Publisher:
State University of New York Press
Format:
Paperback
230 pages
Summary
Taking Back Control: African Canadian Women Teachers' Lives and Practice (Suny Series, Identities in the Classroom) (ISBN-13: 9780791438381 and ISBN-10: 0791438384), written by authors
Annette Henry, was published by State University of New York Press in 1998.
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Description
An alternative pedagogical perspective toward the education of Black children is explored through the narratives of five African Canadian women teachers.
Taking Back Control is a ground-breaking investigation of the world and consciousness of five African Canadian women teachers. Their rich, textured narratives explore the contradictions in North American and “Western” education and the need for alternative standpoints and transformative strategies. Their engaged vision is presented as a means to discuss the limitations and possibilities of oppositional “minority” teacher standpoints in the mainstream, as well as alternative pedagogical strategies. Henry also discusses the literacy strategies employed in creating an environment in which African Canadian pupils can develop literacy skills and critically understand their identities as people of African heritage in North American society. She raises important issues for thinking about teaching from critical, informed, anti-racist perspectives.
Taking Back Control is a ground-breaking investigation of the world and consciousness of five African Canadian women teachers. Their rich, textured narratives explore the contradictions in North American and “Western” education and the need for alternative standpoints and transformative strategies. Their engaged vision is presented as a means to discuss the limitations and possibilities of oppositional “minority” teacher standpoints in the mainstream, as well as alternative pedagogical strategies. Henry also discusses the literacy strategies employed in creating an environment in which African Canadian pupils can develop literacy skills and critically understand their identities as people of African heritage in North American society. She raises important issues for thinking about teaching from critical, informed, anti-racist perspectives.
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