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You searched for subject:(Anti racist). Showing records 1 – 30 of 52 total matches.

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University of Toronto

1. Seck, Nicole. Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy.

Degree: 2010, University of Toronto

 This body of work endeavours to interrogate mainstream media and popular culture [mis]representations of racialized persons, in addition to the negative impact such imageries have… (more)

Subjects/Keywords: Critical Media Literacy; Anti-Racist Studies

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APA (6th Edition):

Seck, N. (2010). Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24638

Chicago Manual of Style (16th Edition):

Seck, Nicole. “Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy.” 2010. Masters Thesis, University of Toronto. Accessed October 22, 2019. http://hdl.handle.net/1807/24638.

MLA Handbook (7th Edition):

Seck, Nicole. “Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy.” 2010. Web. 22 Oct 2019.

Vancouver:

Seck N. Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1807/24638.

Council of Science Editors:

Seck N. Learning Media and Identity in Classrooms: A Critical Anti-Racist Media Literacy. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24638


University of Minnesota

2. Christensen, Olivia. Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Montessori teachers often enter the teaching field with a strong sense of a Montessori social identity developed through their transformational teacher education experience (AMI, 2018a;… (more)

Subjects/Keywords: anti-bias; anti-racist; early childhood education; montessori; phenomenology; teacher identity

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APA (6th Edition):

Christensen, O. (2018). Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/200216

Chicago Manual of Style (16th Edition):

Christensen, Olivia. “Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection.” 2018. Doctoral Dissertation, University of Minnesota. Accessed October 22, 2019. http://hdl.handle.net/11299/200216.

MLA Handbook (7th Edition):

Christensen, Olivia. “Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection.” 2018. Web. 22 Oct 2019.

Vancouver:

Christensen O. Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/11299/200216.

Council of Science Editors:

Christensen O. Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/200216


University of Minnesota

3. Meyerhoff, Eli. Political Theory for an Alter-University Movement: Decolonial, Abolitionist Study within, against, and beyond the Education Regime.

Degree: PhD, Political Science, 2013, University of Minnesota

 Widespread perceptions of `crises' of higher education call for the challenge of re-imagining and re-composing it. Recognizing that this is no easy task, I resist… (more)

Subjects/Keywords: abolitionist; anti-capitalist; anti-racist; commons; decolonial; education

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APA (6th Edition):

Meyerhoff, E. (2013). Political Theory for an Alter-University Movement: Decolonial, Abolitionist Study within, against, and beyond the Education Regime. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175513

Chicago Manual of Style (16th Edition):

Meyerhoff, Eli. “Political Theory for an Alter-University Movement: Decolonial, Abolitionist Study within, against, and beyond the Education Regime.” 2013. Doctoral Dissertation, University of Minnesota. Accessed October 22, 2019. http://hdl.handle.net/11299/175513.

MLA Handbook (7th Edition):

Meyerhoff, Eli. “Political Theory for an Alter-University Movement: Decolonial, Abolitionist Study within, against, and beyond the Education Regime.” 2013. Web. 22 Oct 2019.

Vancouver:

Meyerhoff E. Political Theory for an Alter-University Movement: Decolonial, Abolitionist Study within, against, and beyond the Education Regime. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/11299/175513.

Council of Science Editors:

Meyerhoff E. Political Theory for an Alter-University Movement: Decolonial, Abolitionist Study within, against, and beyond the Education Regime. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/175513

4. KENNEDY, JOHN GREGORY. A Phenomenological Study Of How Anti-Racist Leadership Training Principles Impact The Actions Of Middle School Principals.

Degree: PhD, Educational Administration and Policy Studies, 2010, U of Denver

  The national crisis of the academic achievement gap is one of the most impactful phenomena for the nations' public schools. This study used a… (more)

Subjects/Keywords: 21st century leadership; anti-racist leadership; leadership; transformational leadership

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APA (6th Edition):

KENNEDY, J. G. (2010). A Phenomenological Study Of How Anti-Racist Leadership Training Principles Impact The Actions Of Middle School Principals. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/845

Chicago Manual of Style (16th Edition):

KENNEDY, JOHN GREGORY. “A Phenomenological Study Of How Anti-Racist Leadership Training Principles Impact The Actions Of Middle School Principals.” 2010. Doctoral Dissertation, U of Denver. Accessed October 22, 2019. https://digitalcommons.du.edu/etd/845.

MLA Handbook (7th Edition):

KENNEDY, JOHN GREGORY. “A Phenomenological Study Of How Anti-Racist Leadership Training Principles Impact The Actions Of Middle School Principals.” 2010. Web. 22 Oct 2019.

Vancouver:

KENNEDY JG. A Phenomenological Study Of How Anti-Racist Leadership Training Principles Impact The Actions Of Middle School Principals. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Oct 22]. Available from: https://digitalcommons.du.edu/etd/845.

Council of Science Editors:

KENNEDY JG. A Phenomenological Study Of How Anti-Racist Leadership Training Principles Impact The Actions Of Middle School Principals. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/845


University College London (University of London)

5. Maxime, Jocelyn Emama Margaret. The effects of positive self reference material on seven to twelve year old children of the African diaspora.

Degree: PhD, 1989, University College London (University of London)

Subjects/Keywords: 370; Anti racist teaching

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APA (6th Edition):

Maxime, J. E. M. (1989). The effects of positive self reference material on seven to twelve year old children of the African diaspora. (Doctoral Dissertation). University College London (University of London). Retrieved from http://discovery.ucl.ac.uk/10020188/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282089

Chicago Manual of Style (16th Edition):

Maxime, Jocelyn Emama Margaret. “The effects of positive self reference material on seven to twelve year old children of the African diaspora.” 1989. Doctoral Dissertation, University College London (University of London). Accessed October 22, 2019. http://discovery.ucl.ac.uk/10020188/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282089.

MLA Handbook (7th Edition):

Maxime, Jocelyn Emama Margaret. “The effects of positive self reference material on seven to twelve year old children of the African diaspora.” 1989. Web. 22 Oct 2019.

Vancouver:

Maxime JEM. The effects of positive self reference material on seven to twelve year old children of the African diaspora. [Internet] [Doctoral dissertation]. University College London (University of London); 1989. [cited 2019 Oct 22]. Available from: http://discovery.ucl.ac.uk/10020188/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282089.

Council of Science Editors:

Maxime JEM. The effects of positive self reference material on seven to twelve year old children of the African diaspora. [Doctoral Dissertation]. University College London (University of London); 1989. Available from: http://discovery.ucl.ac.uk/10020188/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282089


University of Toronto

6. Lara Villanueva, Maryacarmen. A (M)other Talks to White Women Teachers: A Critical Autoethnography.

Degree: 2018, University of Toronto

Using critical autoethnography, I explore relationships between White women teachers and Mothers of Colour. Looking beyond a parent involvement analysis framework, I use a decolonial… (more)

Subjects/Keywords: Anti-racist; Decolonial; Feminism; Parent engagement; White women teachers; 0515

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APA (6th Edition):

Lara Villanueva, M. (2018). A (M)other Talks to White Women Teachers: A Critical Autoethnography. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91629

Chicago Manual of Style (16th Edition):

Lara Villanueva, Maryacarmen. “A (M)other Talks to White Women Teachers: A Critical Autoethnography.” 2018. Masters Thesis, University of Toronto. Accessed October 22, 2019. http://hdl.handle.net/1807/91629.

MLA Handbook (7th Edition):

Lara Villanueva, Maryacarmen. “A (M)other Talks to White Women Teachers: A Critical Autoethnography.” 2018. Web. 22 Oct 2019.

Vancouver:

Lara Villanueva M. A (M)other Talks to White Women Teachers: A Critical Autoethnography. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1807/91629.

Council of Science Editors:

Lara Villanueva M. A (M)other Talks to White Women Teachers: A Critical Autoethnography. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91629


University of Toronto

7. Ritchie, Genevieve Beth. Consciousness and Praxis: Informal Learning in Social Movements.

Degree: 2013, University of Toronto

The no borders movement has been an important site of anti-imperialist resistance, and as such it provides a valuable point of entry into problematizing the… (more)

Subjects/Keywords: Informal learning; Anti-racist feminism; 0515; 0453; 0516

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APA (6th Edition):

Ritchie, G. B. (2013). Consciousness and Praxis: Informal Learning in Social Movements. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35568

Chicago Manual of Style (16th Edition):

Ritchie, Genevieve Beth. “Consciousness and Praxis: Informal Learning in Social Movements.” 2013. Masters Thesis, University of Toronto. Accessed October 22, 2019. http://hdl.handle.net/1807/35568.

MLA Handbook (7th Edition):

Ritchie, Genevieve Beth. “Consciousness and Praxis: Informal Learning in Social Movements.” 2013. Web. 22 Oct 2019.

Vancouver:

Ritchie GB. Consciousness and Praxis: Informal Learning in Social Movements. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1807/35568.

Council of Science Editors:

Ritchie GB. Consciousness and Praxis: Informal Learning in Social Movements. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35568


University of Toronto

8. Higgins, Katherine Ann. Conceptions and Negotiation of Identity among Participants in an Academic Language Classroom: A Qualitative Case Study.

Degree: 2013, University of Toronto

This qualitative case study examines the way in which six adult learners and their teacher in a university language classroom narrativise their identities while reflecting… (more)

Subjects/Keywords: identity; anti-colonial; anti-racist; international students; adult language learners; qualitative case study

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APA (6th Edition):

Higgins, K. A. (2013). Conceptions and Negotiation of Identity among Participants in an Academic Language Classroom: A Qualitative Case Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42624

Chicago Manual of Style (16th Edition):

Higgins, Katherine Ann. “Conceptions and Negotiation of Identity among Participants in an Academic Language Classroom: A Qualitative Case Study.” 2013. Masters Thesis, University of Toronto. Accessed October 22, 2019. http://hdl.handle.net/1807/42624.

MLA Handbook (7th Edition):

Higgins, Katherine Ann. “Conceptions and Negotiation of Identity among Participants in an Academic Language Classroom: A Qualitative Case Study.” 2013. Web. 22 Oct 2019.

Vancouver:

Higgins KA. Conceptions and Negotiation of Identity among Participants in an Academic Language Classroom: A Qualitative Case Study. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1807/42624.

Council of Science Editors:

Higgins KA. Conceptions and Negotiation of Identity among Participants in an Academic Language Classroom: A Qualitative Case Study. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42624

9. Elder, Janet. Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2018, University of San Francisco

  Despite the shifting racial and ethnic demographics of the United States, as well as the increase of children enrolling in public preschools, early childhood… (more)

Subjects/Keywords: anti-racist education; early childhood education; visual arts; Art Education; Early Childhood Education

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APA (6th Edition):

Elder, J. (2018). Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/753

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Elder, Janet. “Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators.” 2018. Thesis, University of San Francisco. Accessed October 22, 2019. https://repository.usfca.edu/capstone/753.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Elder, Janet. “Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators.” 2018. Web. 22 Oct 2019.

Vancouver:

Elder J. Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Oct 22]. Available from: https://repository.usfca.edu/capstone/753.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Elder J. Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/753

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

10. Husband, Terry. He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom.

Degree: PhD, Educational Theory and Practice, 2008, The Ohio State University

  Critical multicultural theorists (i.e., Banks, 1994; Derman-Sparks, 1993) call for early childhood teachers to utilize critical and anti-racist approaches in their classrooms as a… (more)

Subjects/Keywords: Multicultural Education; early childhood; critical multicultural education; action research; anti-racist pedagogy

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APA (6th Edition):

Husband, T. (2008). He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1211327601

Chicago Manual of Style (16th Edition):

Husband, Terry. “He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom.” 2008. Doctoral Dissertation, The Ohio State University. Accessed October 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211327601.

MLA Handbook (7th Edition):

Husband, Terry. “He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom.” 2008. Web. 22 Oct 2019.

Vancouver:

Husband T. He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Oct 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211327601.

Council of Science Editors:

Husband T. He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211327601


Penn State University

11. Kirshman, Andrea Orwig. The Journey toward Understanding Whiteness among Student Affairs Professionals: An Action Research Study in Anti-Racist Education.

Degree: EdD, Adult Education, 2005, Penn State University

 The purpose of this study was to develop a program aimed at increasing an understanding of whiteness among student affairs professionals, and to examine the… (more)

Subjects/Keywords: anti-racist education; student affairs; whiteness

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APA (6th Edition):

Kirshman, A. O. (2005). The Journey toward Understanding Whiteness among Student Affairs Professionals: An Action Research Study in Anti-Racist Education. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/6811

Chicago Manual of Style (16th Edition):

Kirshman, Andrea Orwig. “The Journey toward Understanding Whiteness among Student Affairs Professionals: An Action Research Study in Anti-Racist Education.” 2005. Doctoral Dissertation, Penn State University. Accessed October 22, 2019. https://etda.libraries.psu.edu/catalog/6811.

MLA Handbook (7th Edition):

Kirshman, Andrea Orwig. “The Journey toward Understanding Whiteness among Student Affairs Professionals: An Action Research Study in Anti-Racist Education.” 2005. Web. 22 Oct 2019.

Vancouver:

Kirshman AO. The Journey toward Understanding Whiteness among Student Affairs Professionals: An Action Research Study in Anti-Racist Education. [Internet] [Doctoral dissertation]. Penn State University; 2005. [cited 2019 Oct 22]. Available from: https://etda.libraries.psu.edu/catalog/6811.

Council of Science Editors:

Kirshman AO. The Journey toward Understanding Whiteness among Student Affairs Professionals: An Action Research Study in Anti-Racist Education. [Doctoral Dissertation]. Penn State University; 2005. Available from: https://etda.libraries.psu.edu/catalog/6811


University of South Carolina

12. Howard, Kimberly J. I Can Be Silent and Be Saying a Lot: Teachers' Racial Literacy in a Southern Elementary School.

Degree: EdD, Educational Studies, 2013, University of South Carolina

  In order to better understand how teachers make sense of race in schools today, this ethnographic study explores the following research question: How do… (more)

Subjects/Keywords: Geography; Social and Behavioral Sciences; anti-racist; ethnography; geography; race; southern; Teachers

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APA (6th Edition):

Howard, K. J. (2013). I Can Be Silent and Be Saying a Lot: Teachers' Racial Literacy in a Southern Elementary School. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1235

Chicago Manual of Style (16th Edition):

Howard, Kimberly J. “I Can Be Silent and Be Saying a Lot: Teachers' Racial Literacy in a Southern Elementary School.” 2013. Doctoral Dissertation, University of South Carolina. Accessed October 22, 2019. https://scholarcommons.sc.edu/etd/1235.

MLA Handbook (7th Edition):

Howard, Kimberly J. “I Can Be Silent and Be Saying a Lot: Teachers' Racial Literacy in a Southern Elementary School.” 2013. Web. 22 Oct 2019.

Vancouver:

Howard KJ. I Can Be Silent and Be Saying a Lot: Teachers' Racial Literacy in a Southern Elementary School. [Internet] [Doctoral dissertation]. University of South Carolina; 2013. [cited 2019 Oct 22]. Available from: https://scholarcommons.sc.edu/etd/1235.

Council of Science Editors:

Howard KJ. I Can Be Silent and Be Saying a Lot: Teachers' Racial Literacy in a Southern Elementary School. [Doctoral Dissertation]. University of South Carolina; 2013. Available from: https://scholarcommons.sc.edu/etd/1235


University of Texas – Austin

13. -0404-9229. Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap.

Degree: PhD, Educational administration, 2016, University of Texas – Austin

 This dissertation emerges from an acknowledgement that robust research has shown that students of color receive a disproportionate number of disciplinary actions in American public… (more)

Subjects/Keywords: Anti-racist school leadership; Racial discipline gap; Principal; Sensemaking; Principal preparation program; Race

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APA (6th Edition):

-0404-9229. (2016). Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41626

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-0404-9229. “Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed October 22, 2019. http://hdl.handle.net/2152/41626.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-0404-9229. “Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap.” 2016. Web. 22 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0404-9229. Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2152/41626.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0404-9229. Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41626

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Universidade Federal de Viçosa

14. Ana Paula Fernandes de Mendonça. Pedagogias antirracistas: tensões e possibilidades de caminhos em construção.

Degree: 2011, Universidade Federal de Viçosa

The research object was to study the implementation of anti-racist laws of nature by a public school elementary education. We tried to understand how the… (more)

Subjects/Keywords: Legislação antirracista; CIENCIAS HUMANAS; Educação étnico-racial; Práticas educativas; Anti-racist laws; Ethno-racial education; Educational practices

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APA (6th Edition):

Mendonça, A. P. F. d. (2011). Pedagogias antirracistas: tensões e possibilidades de caminhos em construção. (Thesis). Universidade Federal de Viçosa. Retrieved from http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mendonça, Ana Paula Fernandes de. “Pedagogias antirracistas: tensões e possibilidades de caminhos em construção.” 2011. Thesis, Universidade Federal de Viçosa. Accessed October 22, 2019. http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mendonça, Ana Paula Fernandes de. “Pedagogias antirracistas: tensões e possibilidades de caminhos em construção.” 2011. Web. 22 Oct 2019.

Vancouver:

Mendonça APFd. Pedagogias antirracistas: tensões e possibilidades de caminhos em construção. [Internet] [Thesis]. Universidade Federal de Viçosa; 2011. [cited 2019 Oct 22]. Available from: http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mendonça APFd. Pedagogias antirracistas: tensões e possibilidades de caminhos em construção. [Thesis]. Universidade Federal de Viçosa; 2011. Available from: http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Brainard, Patricia Jones. White Lies: A Critical Race Study of Power and Privilege.

Degree: Doctor of Education (EdD), Adult and Continuing Education, 2009, National-Louis University

 This was a phenomenological study of racial privilege as experienced by White people who have struggled to become more racially aware and socially active in… (more)

Subjects/Keywords: Anti-racist educaton; Critical race theory; Phenomenology; Racial identity; Transformative learning theory; White privilege; Bilingual, Multilingual, and Multicultural Education; Other Education

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APA (6th Edition):

Brainard, P. J. (2009). White Lies: A Critical Race Study of Power and Privilege. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/24

Chicago Manual of Style (16th Edition):

Brainard, Patricia Jones. “White Lies: A Critical Race Study of Power and Privilege.” 2009. Doctoral Dissertation, National-Louis University. Accessed October 22, 2019. http://digitalcommons.nl.edu/diss/24.

MLA Handbook (7th Edition):

Brainard, Patricia Jones. “White Lies: A Critical Race Study of Power and Privilege.” 2009. Web. 22 Oct 2019.

Vancouver:

Brainard PJ. White Lies: A Critical Race Study of Power and Privilege. [Internet] [Doctoral dissertation]. National-Louis University; 2009. [cited 2019 Oct 22]. Available from: http://digitalcommons.nl.edu/diss/24.

Council of Science Editors:

Brainard PJ. White Lies: A Critical Race Study of Power and Privilege. [Doctoral Dissertation]. National-Louis University; 2009. Available from: http://digitalcommons.nl.edu/diss/24


Brunel University

16. Burdsey, Daniel Charles. From Brick Lane to White Hart Lane? Football, anti-racism and young, male, British Asian identities.

Degree: 2004, Brunel University

 This thesis investigates why British Asians are under-represented as professional footballers proportionally to their numbers in the overall population. Fundamentally, it is both an account… (more)

Subjects/Keywords: 796.334084210941; Anti-racist football organisations; Asianness; Oral testimonies

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APA (6th Edition):

Burdsey, D. C. (2004). From Brick Lane to White Hart Lane? Football, anti-racism and young, male, British Asian identities. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/5155 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397819

Chicago Manual of Style (16th Edition):

Burdsey, Daniel Charles. “From Brick Lane to White Hart Lane? Football, anti-racism and young, male, British Asian identities.” 2004. Doctoral Dissertation, Brunel University. Accessed October 22, 2019. http://bura.brunel.ac.uk/handle/2438/5155 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397819.

MLA Handbook (7th Edition):

Burdsey, Daniel Charles. “From Brick Lane to White Hart Lane? Football, anti-racism and young, male, British Asian identities.” 2004. Web. 22 Oct 2019.

Vancouver:

Burdsey DC. From Brick Lane to White Hart Lane? Football, anti-racism and young, male, British Asian identities. [Internet] [Doctoral dissertation]. Brunel University; 2004. [cited 2019 Oct 22]. Available from: http://bura.brunel.ac.uk/handle/2438/5155 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397819.

Council of Science Editors:

Burdsey DC. From Brick Lane to White Hart Lane? Football, anti-racism and young, male, British Asian identities. [Doctoral Dissertation]. Brunel University; 2004. Available from: http://bura.brunel.ac.uk/handle/2438/5155 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397819


McMaster University

17. Azzam, Nagham. We Don’t Exist Here: The Tensions, Challenges and Erasure of Muslim Women in Social Work Education.

Degree: MSW, 2018, McMaster University

In a field such as social work, where anti-oppressive practice is preached, it is expected that educators and the academy alike work to challenge xenophobic… (more)

Subjects/Keywords: Muslim; Social Work; Education; Muslim Women; Colonization; Liberalism; Erasure; Oppression; Anti-Racist Feminism; Orientalism; Islamophobia; Islam

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APA (6th Edition):

Azzam, N. (2018). We Don’t Exist Here: The Tensions, Challenges and Erasure of Muslim Women in Social Work Education. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/22750

Chicago Manual of Style (16th Edition):

Azzam, Nagham. “We Don’t Exist Here: The Tensions, Challenges and Erasure of Muslim Women in Social Work Education.” 2018. Masters Thesis, McMaster University. Accessed October 22, 2019. http://hdl.handle.net/11375/22750.

MLA Handbook (7th Edition):

Azzam, Nagham. “We Don’t Exist Here: The Tensions, Challenges and Erasure of Muslim Women in Social Work Education.” 2018. Web. 22 Oct 2019.

Vancouver:

Azzam N. We Don’t Exist Here: The Tensions, Challenges and Erasure of Muslim Women in Social Work Education. [Internet] [Masters thesis]. McMaster University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/11375/22750.

Council of Science Editors:

Azzam N. We Don’t Exist Here: The Tensions, Challenges and Erasure of Muslim Women in Social Work Education. [Masters Thesis]. McMaster University; 2018. Available from: http://hdl.handle.net/11375/22750


UCLA

18. Rios, Brooke Merryfield. Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders.

Degree: Education, 2019, UCLA

 In response to the demographic divide between administrators and students in urban public schools, this study examined the experiences of 5 White urban school leaders… (more)

Subjects/Keywords: Educational leadership; Affinity Group; Anti-Racist Leadership; Critical Self Reflection; Culturally Responsive School Leadership Theory; Reflective Supervision; White Racial Identity Development

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APA (6th Edition):

Rios, B. M. (2019). Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2564v7gk

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rios, Brooke Merryfield. “Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders.” 2019. Thesis, UCLA. Accessed October 22, 2019. http://www.escholarship.org/uc/item/2564v7gk.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rios, Brooke Merryfield. “Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders.” 2019. Web. 22 Oct 2019.

Vancouver:

Rios BM. Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders. [Internet] [Thesis]. UCLA; 2019. [cited 2019 Oct 22]. Available from: http://www.escholarship.org/uc/item/2564v7gk.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rios BM. Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/2564v7gk

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Miami University

19. Pontious, Mark William. Race through class: Antiracist white identity formation of lower-classed students at a historically white institution with a wealthy student population.

Degree: PhD, Educational Leadership, 2019, Miami University

 Resistance to systemic racism by white individuals is the subject of many articles, courses, and conferences. Yet, little research connects a marginalized identity with the… (more)

Subjects/Keywords: Higher Education; racism; antiracist; anti-racist; college students; white identity; lower-class; working class; low-income

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APA (6th Edition):

Pontious, M. W. (2019). Race through class: Antiracist white identity formation of lower-classed students at a historically white institution with a wealthy student population. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami15628387416807

Chicago Manual of Style (16th Edition):

Pontious, Mark William. “Race through class: Antiracist white identity formation of lower-classed students at a historically white institution with a wealthy student population.” 2019. Doctoral Dissertation, Miami University. Accessed October 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami15628387416807.

MLA Handbook (7th Edition):

Pontious, Mark William. “Race through class: Antiracist white identity formation of lower-classed students at a historically white institution with a wealthy student population.” 2019. Web. 22 Oct 2019.

Vancouver:

Pontious MW. Race through class: Antiracist white identity formation of lower-classed students at a historically white institution with a wealthy student population. [Internet] [Doctoral dissertation]. Miami University; 2019. [cited 2019 Oct 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami15628387416807.

Council of Science Editors:

Pontious MW. Race through class: Antiracist white identity formation of lower-classed students at a historically white institution with a wealthy student population. [Doctoral Dissertation]. Miami University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami15628387416807


University of Michigan

20. Gadd, Rebecca. Developing Novices' Professional Scripts for Teaching: An Investigation of Teacher Education Practice.

Degree: PhD, Educational Studies, 2018, University of Michigan

 This dissertation is my effort to better understand how teacher educators teach professional, anti-racist teaching practice to novice teachers. I argue that one important way… (more)

Subjects/Keywords: teacher education; practice-based teacher education; professional scripts for teaching; ethics; anti-racist practice; first-person inquiry; Education; Social Sciences

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APA (6th Edition):

Gadd, R. (2018). Developing Novices' Professional Scripts for Teaching: An Investigation of Teacher Education Practice. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/144076

Chicago Manual of Style (16th Edition):

Gadd, Rebecca. “Developing Novices' Professional Scripts for Teaching: An Investigation of Teacher Education Practice.” 2018. Doctoral Dissertation, University of Michigan. Accessed October 22, 2019. http://hdl.handle.net/2027.42/144076.

MLA Handbook (7th Edition):

Gadd, Rebecca. “Developing Novices' Professional Scripts for Teaching: An Investigation of Teacher Education Practice.” 2018. Web. 22 Oct 2019.

Vancouver:

Gadd R. Developing Novices' Professional Scripts for Teaching: An Investigation of Teacher Education Practice. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2027.42/144076.

Council of Science Editors:

Gadd R. Developing Novices' Professional Scripts for Teaching: An Investigation of Teacher Education Practice. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/144076

21. Denis, Emily. Applying a critical race framework towards anti-racist art teacher education.

Degree: MA, 0169, 2014, University of Illinois – Urbana-Champaign

 The purpose of this research is to suggest strategies for creating an anti-racist art teacher education. This topic is timely given the disparity in the… (more)

Subjects/Keywords: Art Teacher Education; Anti-racist education; anti-racist pedagogy; critical race theory; critical Whiteness studies

…engaging in an anti-racist approach to these conversations to question the racist assumptions… …the procedures that were followed that led to the girls’ incarceration. An anti-racist… …explicitly expressed a dedication to training art educators who will be dedicated to anti-racist… …suggest strategies for developing an anti-racist art teacher education in the United States. I… …raceconsciousness necessary for an anti-racist pedagogy. I first summarize previous art education research… 

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APA (6th Edition):

Denis, E. (2014). Applying a critical race framework towards anti-racist art teacher education. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49450

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Denis, Emily. “Applying a critical race framework towards anti-racist art teacher education.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed October 22, 2019. http://hdl.handle.net/2142/49450.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Denis, Emily. “Applying a critical race framework towards anti-racist art teacher education.” 2014. Web. 22 Oct 2019.

Vancouver:

Denis E. Applying a critical race framework towards anti-racist art teacher education. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2142/49450.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Denis E. Applying a critical race framework towards anti-racist art teacher education. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49450

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Saskatchewan

22. Mooney, Elizabeth. Exploring past school experiences to shape the practice of anti-oppressive pedagogy.

Degree: 2005, University of Saskatchewan

 This research explores the use of memories of past school experiences to help identify unnamed and unchallenged incidents of oppression that occurred in elementary and… (more)

Subjects/Keywords: anti-sexist; memory work; teacher candidates; teacher education; anti-racist; homophobic; resistance

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APA (6th Edition):

Mooney, E. (2005). Exploring past school experiences to shape the practice of anti-oppressive pedagogy. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-02212006-112853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mooney, Elizabeth. “Exploring past school experiences to shape the practice of anti-oppressive pedagogy.” 2005. Thesis, University of Saskatchewan. Accessed October 22, 2019. http://hdl.handle.net/10388/etd-02212006-112853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mooney, Elizabeth. “Exploring past school experiences to shape the practice of anti-oppressive pedagogy.” 2005. Web. 22 Oct 2019.

Vancouver:

Mooney E. Exploring past school experiences to shape the practice of anti-oppressive pedagogy. [Internet] [Thesis]. University of Saskatchewan; 2005. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10388/etd-02212006-112853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mooney E. Exploring past school experiences to shape the practice of anti-oppressive pedagogy. [Thesis]. University of Saskatchewan; 2005. Available from: http://hdl.handle.net/10388/etd-02212006-112853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


McMaster University

23. Hasan, Wafaa. Orientalist Feminism and the Politics of Critical Dialogue between Israeli and Palestinian Women.

Degree: PhD, 2012, McMaster University

In this dissertation I examine the contemporary breakdown of critical feminist dialogues so ubiquitous in the 1990s between Israeli and Palestinian women. Building on… (more)

Subjects/Keywords: Anti-colonial feminism; anti-racist feminism; transnational feminism; Orientalism; Dialogue; Discourse; Israel; Palestine; West Bank; Feminist, Gender, and Sexuality Studies; Feminist, Gender, and Sexuality Studies

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APA (6th Edition):

Hasan, W. (2012). Orientalist Feminism and the Politics of Critical Dialogue between Israeli and Palestinian Women. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/11917

Chicago Manual of Style (16th Edition):

Hasan, Wafaa. “Orientalist Feminism and the Politics of Critical Dialogue between Israeli and Palestinian Women.” 2012. Doctoral Dissertation, McMaster University. Accessed October 22, 2019. http://hdl.handle.net/11375/11917.

MLA Handbook (7th Edition):

Hasan, Wafaa. “Orientalist Feminism and the Politics of Critical Dialogue between Israeli and Palestinian Women.” 2012. Web. 22 Oct 2019.

Vancouver:

Hasan W. Orientalist Feminism and the Politics of Critical Dialogue between Israeli and Palestinian Women. [Internet] [Doctoral dissertation]. McMaster University; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/11375/11917.

Council of Science Editors:

Hasan W. Orientalist Feminism and the Politics of Critical Dialogue between Israeli and Palestinian Women. [Doctoral Dissertation]. McMaster University; 2012. Available from: http://hdl.handle.net/11375/11917


University of Texas – Austin

24. Davis, Lindsey Renee. Mainstream feminism, white supremacy, and anti-racist feminisms.

Degree: MA, Women's and Gender Studies, 2017, University of Texas – Austin

 The history of the women’s movement is one of great gains, as well as missed opportunities, due to the domination of the movement by those… (more)

Subjects/Keywords: Feminism; Anti-racism; Whiteness; Women’s movement; Anti-racist feminism; Women of Color feminisms; Critical whiteness studies; Marginalized women; Feminism and white supremacy; Academic feminism

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APA (6th Edition):

Davis, L. R. (2017). Mainstream feminism, white supremacy, and anti-racist feminisms. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67664

Chicago Manual of Style (16th Edition):

Davis, Lindsey Renee. “Mainstream feminism, white supremacy, and anti-racist feminisms.” 2017. Masters Thesis, University of Texas – Austin. Accessed October 22, 2019. http://hdl.handle.net/2152/67664.

MLA Handbook (7th Edition):

Davis, Lindsey Renee. “Mainstream feminism, white supremacy, and anti-racist feminisms.” 2017. Web. 22 Oct 2019.

Vancouver:

Davis LR. Mainstream feminism, white supremacy, and anti-racist feminisms. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2152/67664.

Council of Science Editors:

Davis LR. Mainstream feminism, white supremacy, and anti-racist feminisms. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/67664


Universidade do Estado do Rio de Janeiro

25. Débora de Souza França. Direito à Flor da Pele: estudo de caso sobre o ensino de literatura afro-brasileira no Colégio Estadual Abdias Nascimento do município de Nova Iguaçu/RJ .

Degree: Master, 2016, Universidade do Estado do Rio de Janeiro

 A literatura afro-brasileira é um conceito em construção. A partir da lei 10.639/2003, com a obrigatoriedade do ensino de História e Cultura Afro-brasileira nas escolas,… (more)

Subjects/Keywords: Literatura afro-brasileira; Formação de professores; Lei 10.639/03; Educação antirracista; African-Brazilian Literature; Teacher Training; Law 10.639/03; Anti-racist education; EDUCACAO; Cultura afro-brasileira

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APA (6th Edition):

França, D. d. S. (2016). Direito à Flor da Pele: estudo de caso sobre o ensino de literatura afro-brasileira no Colégio Estadual Abdias Nascimento do município de Nova Iguaçu/RJ . (Masters Thesis). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10496 ;

Chicago Manual of Style (16th Edition):

França, Débora de Souza. “Direito à Flor da Pele: estudo de caso sobre o ensino de literatura afro-brasileira no Colégio Estadual Abdias Nascimento do município de Nova Iguaçu/RJ .” 2016. Masters Thesis, Universidade do Estado do Rio de Janeiro. Accessed October 22, 2019. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10496 ;.

MLA Handbook (7th Edition):

França, Débora de Souza. “Direito à Flor da Pele: estudo de caso sobre o ensino de literatura afro-brasileira no Colégio Estadual Abdias Nascimento do município de Nova Iguaçu/RJ .” 2016. Web. 22 Oct 2019.

Vancouver:

França DdS. Direito à Flor da Pele: estudo de caso sobre o ensino de literatura afro-brasileira no Colégio Estadual Abdias Nascimento do município de Nova Iguaçu/RJ . [Internet] [Masters thesis]. Universidade do Estado do Rio de Janeiro; 2016. [cited 2019 Oct 22]. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10496 ;.

Council of Science Editors:

França DdS. Direito à Flor da Pele: estudo de caso sobre o ensino de literatura afro-brasileira no Colégio Estadual Abdias Nascimento do município de Nova Iguaçu/RJ . [Masters Thesis]. Universidade do Estado do Rio de Janeiro; 2016. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10496 ;


University of Saskatchewan

26. McCreary, Tyler A. Teachers' constructions of racism and anti-racism.

Degree: 2007, University of Saskatchewan

 Race and racism inform our subjective realities and structure unequal material relations in contemporary society. While researchers have developed substantive theories to explain racism as… (more)

Subjects/Keywords: Whiteness; Prairies; Discourse Analysis; Anti-racist Education; Race in Education; Aboriginal Education

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APA (6th Edition):

McCreary, T. A. (2007). Teachers' constructions of racism and anti-racism. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-08222007-130555

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McCreary, Tyler A. “Teachers' constructions of racism and anti-racism.” 2007. Thesis, University of Saskatchewan. Accessed October 22, 2019. http://hdl.handle.net/10388/etd-08222007-130555.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McCreary, Tyler A. “Teachers' constructions of racism and anti-racism.” 2007. Web. 22 Oct 2019.

Vancouver:

McCreary TA. Teachers' constructions of racism and anti-racism. [Internet] [Thesis]. University of Saskatchewan; 2007. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10388/etd-08222007-130555.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McCreary TA. Teachers' constructions of racism and anti-racism. [Thesis]. University of Saskatchewan; 2007. Available from: http://hdl.handle.net/10388/etd-08222007-130555

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Washington

27. Boyd, Kate. 'Thoughts that Burn but Cannot be Spoken:' Re-Imagining the Political within Histories of Feminist Activism.

Degree: PhD, 2013, University of Washington

 "`Thoughts that Burn but Cannot be Spoken': Re-Imagining the Political within Histories of Feminist Activism" is an interdisciplinary cultural study of feminist activism, from 1840… (more)

Subjects/Keywords: anti-racist feminist activism; black feminism; cultural production; NGOization; social movement literature; transformations in state power; Literature; Women's studies; American studies; english

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APA (6th Edition):

Boyd, K. (2013). 'Thoughts that Burn but Cannot be Spoken:' Re-Imagining the Political within Histories of Feminist Activism. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/23673

Chicago Manual of Style (16th Edition):

Boyd, Kate. “'Thoughts that Burn but Cannot be Spoken:' Re-Imagining the Political within Histories of Feminist Activism.” 2013. Doctoral Dissertation, University of Washington. Accessed October 22, 2019. http://hdl.handle.net/1773/23673.

MLA Handbook (7th Edition):

Boyd, Kate. “'Thoughts that Burn but Cannot be Spoken:' Re-Imagining the Political within Histories of Feminist Activism.” 2013. Web. 22 Oct 2019.

Vancouver:

Boyd K. 'Thoughts that Burn but Cannot be Spoken:' Re-Imagining the Political within Histories of Feminist Activism. [Internet] [Doctoral dissertation]. University of Washington; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1773/23673.

Council of Science Editors:

Boyd K. 'Thoughts that Burn but Cannot be Spoken:' Re-Imagining the Political within Histories of Feminist Activism. [Doctoral Dissertation]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/23673


University of South Africa

28. Rivombo, Alfred Mashau. A study of the challenges of adult learning facilitation in a diverse setting with special reference to Soshanguve .

Degree: 2014, University of South Africa

 A critical cross-field outcome of Curriculum 2005 as introduced in South Africa is to work effectively with others as members of a team, group, organization,… (more)

Subjects/Keywords: Adult education and training; Adult education facilitator; Adult learner; Diversity; Challenges of diversity; Adult education models; Andragogy; Intercultural model; Multicultural model; Anti-racist model; Hidden curriculum

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APA (6th Edition):

Rivombo, A. M. (2014). A study of the challenges of adult learning facilitation in a diverse setting with special reference to Soshanguve . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14198

Chicago Manual of Style (16th Edition):

Rivombo, Alfred Mashau. “A study of the challenges of adult learning facilitation in a diverse setting with special reference to Soshanguve .” 2014. Masters Thesis, University of South Africa. Accessed October 22, 2019. http://hdl.handle.net/10500/14198.

MLA Handbook (7th Edition):

Rivombo, Alfred Mashau. “A study of the challenges of adult learning facilitation in a diverse setting with special reference to Soshanguve .” 2014. Web. 22 Oct 2019.

Vancouver:

Rivombo AM. A study of the challenges of adult learning facilitation in a diverse setting with special reference to Soshanguve . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10500/14198.

Council of Science Editors:

Rivombo AM. A study of the challenges of adult learning facilitation in a diverse setting with special reference to Soshanguve . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14198


University of Toronto

29. Wilson, Melissa. Understanding the Racial Consciousness of White Women in Interracial Families.

Degree: 2012, University of Toronto

This thesis is an examination of how white women in interracial relationships and/or white mothers of biracial children understand race. Through interviews with six self-identified… (more)

Subjects/Keywords: biracial; colourline; interracial; racism; race; whiteness; blackness; women; white; supremacy; space; anti-racist; education; consciousness; negotiate; femininity; spatial; racial; 0631; 0453; 0626; 0326; 0325

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APA (6th Edition):

Wilson, M. (2012). Understanding the Racial Consciousness of White Women in Interracial Families. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/32452

Chicago Manual of Style (16th Edition):

Wilson, Melissa. “Understanding the Racial Consciousness of White Women in Interracial Families.” 2012. Masters Thesis, University of Toronto. Accessed October 22, 2019. http://hdl.handle.net/1807/32452.

MLA Handbook (7th Edition):

Wilson, Melissa. “Understanding the Racial Consciousness of White Women in Interracial Families.” 2012. Web. 22 Oct 2019.

Vancouver:

Wilson M. Understanding the Racial Consciousness of White Women in Interracial Families. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1807/32452.

Council of Science Editors:

Wilson M. Understanding the Racial Consciousness of White Women in Interracial Families. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32452

30. Murray-Everett, Natasha Camille. Deepening pre-service teachers' understandings of race and ethnicity through intergroup dialogue.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 This qualitative study examined the participation of undergraduate pre-service teachers in an intergroup dialogue course. Intergroup dialogue (IGD) is one model of organizing a critical… (more)

Subjects/Keywords: dialogue; pre-service teachers; race; anti-racist; identity

…Jim Crow era, and for many Whites, the anti-discrimination laws that emerged symbolized the… …because it liberates them from charges of oppression and separates them from the “racist days of… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Murray-Everett, N. C. (2016). Deepening pre-service teachers' understandings of race and ethnicity through intergroup dialogue. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90557

Chicago Manual of Style (16th Edition):

Murray-Everett, Natasha Camille. “Deepening pre-service teachers' understandings of race and ethnicity through intergroup dialogue.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 22, 2019. http://hdl.handle.net/2142/90557.

MLA Handbook (7th Edition):

Murray-Everett, Natasha Camille. “Deepening pre-service teachers' understandings of race and ethnicity through intergroup dialogue.” 2016. Web. 22 Oct 2019.

Vancouver:

Murray-Everett NC. Deepening pre-service teachers' understandings of race and ethnicity through intergroup dialogue. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2142/90557.

Council of Science Editors:

Murray-Everett NC. Deepening pre-service teachers' understandings of race and ethnicity through intergroup dialogue. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90557

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