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You searched for subject:(antiracist education). Showing records 1 – 11 of 11 total matches.

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University of Saskatchewan

1. McLean, Sheelah Rae. DISTURBING PRAXIS: A FOUCAULDIAN ANALYSIS OF STUDENT SUBJECTIVITIES AND CLASSROOM PEDAGOGIES IN PUBLIC SCHOOLS.

Degree: 2016, University of Saskatchewan

 This research combines self-study methodology with a Foucauldian analysis in order to investigate the relationship between nationalist discourses, teacher/student subjectivity, and the teaching and learning… (more)

Subjects/Keywords: Integrative antiracist education; public schools; white hetero-patriarchy

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APA (6th Edition):

McLean, S. R. (2016). DISTURBING PRAXIS: A FOUCAULDIAN ANALYSIS OF STUDENT SUBJECTIVITIES AND CLASSROOM PEDAGOGIES IN PUBLIC SCHOOLS. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7509

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):

McLean, Sheelah Rae. “DISTURBING PRAXIS: A FOUCAULDIAN ANALYSIS OF STUDENT SUBJECTIVITIES AND CLASSROOM PEDAGOGIES IN PUBLIC SCHOOLS.” 2016. Thesis, University of Saskatchewan. Accessed November 11, 2019. http://hdl.handle.net/10388/7509.

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

MLA Handbook (7th Edition):

McLean, Sheelah Rae. “DISTURBING PRAXIS: A FOUCAULDIAN ANALYSIS OF STUDENT SUBJECTIVITIES AND CLASSROOM PEDAGOGIES IN PUBLIC SCHOOLS.” 2016. Web. 11 Nov 2019.

Vancouver:

McLean SR. DISTURBING PRAXIS: A FOUCAULDIAN ANALYSIS OF STUDENT SUBJECTIVITIES AND CLASSROOM PEDAGOGIES IN PUBLIC SCHOOLS. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/10388/7509.

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

Council of Science Editors:

McLean SR. DISTURBING PRAXIS: A FOUCAULDIAN ANALYSIS OF STUDENT SUBJECTIVITIES AND CLASSROOM PEDAGOGIES IN PUBLIC SCHOOLS. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/7509

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


University of Wisconsin – Milwaukee

2. Soza, Ximena. Teachers and Staff's Perceptions of an Antiracist and Dual Language Bilingual Program at an Urban School.

Degree: PhD, Urban Education, 2013, University of Wisconsin – Milwaukee

  This study was conducted in an urban school in the Midwestern region of the United States that implements a two-way bilingual (English- Spanish) and… (more)

Subjects/Keywords: Antiracist Education; Bilingual Programs; Dual-language; Teachers Perceptions; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Soza, X. (2013). Teachers and Staff's Perceptions of an Antiracist and Dual Language Bilingual Program at an Urban School. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/377

Chicago Manual of Style (16th Edition):

Soza, Ximena. “Teachers and Staff's Perceptions of an Antiracist and Dual Language Bilingual Program at an Urban School.” 2013. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed November 11, 2019. https://dc.uwm.edu/etd/377.

MLA Handbook (7th Edition):

Soza, Ximena. “Teachers and Staff's Perceptions of an Antiracist and Dual Language Bilingual Program at an Urban School.” 2013. Web. 11 Nov 2019.

Vancouver:

Soza X. Teachers and Staff's Perceptions of an Antiracist and Dual Language Bilingual Program at an Urban School. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2013. [cited 2019 Nov 11]. Available from: https://dc.uwm.edu/etd/377.

Council of Science Editors:

Soza X. Teachers and Staff's Perceptions of an Antiracist and Dual Language Bilingual Program at an Urban School. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2013. Available from: https://dc.uwm.edu/etd/377


University of Utah

3. Blackwell, Deanna Maria. Students of color in white-dominated college classrooms: an examination of racialized roles, safety and empowerment.

Degree: PhD, Education, Culture & Society, 2010, University of Utah

 This dissertation reports data I collected using qualitative research methods to investigate the racial dynamics that students of color experienced in predominantly White college classrooms.… (more)

Subjects/Keywords: Antiracist Pedagogy; Classroom as a safe space; College classrooms; Empowerment; Higher education; Racialized roles

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APA (6th Edition):

Blackwell, D. M. (2010). Students of color in white-dominated college classrooms: an examination of racialized roles, safety and empowerment. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/69/rec/2288

Chicago Manual of Style (16th Edition):

Blackwell, Deanna Maria. “Students of color in white-dominated college classrooms: an examination of racialized roles, safety and empowerment.” 2010. Doctoral Dissertation, University of Utah. Accessed November 11, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/69/rec/2288.

MLA Handbook (7th Edition):

Blackwell, Deanna Maria. “Students of color in white-dominated college classrooms: an examination of racialized roles, safety and empowerment.” 2010. Web. 11 Nov 2019.

Vancouver:

Blackwell DM. Students of color in white-dominated college classrooms: an examination of racialized roles, safety and empowerment. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2019 Nov 11]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/69/rec/2288.

Council of Science Editors:

Blackwell DM. Students of color in white-dominated college classrooms: an examination of racialized roles, safety and empowerment. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/69/rec/2288

4. Bax, Anna. The Effect of Sociocultural Linguistics Pedagogy on Youth Language Attitudes.

Degree: 2015, University of California – eScholarship, University of California

 In this thesis, I explore the question of whether participation in a college-level sociocultural linguistics curriculum can change a [email protected] group of California high school… (more)

Subjects/Keywords: Sociolinguistics; Linguistics; Pedagogy; antiracist education; attitude change; language attitudes; Mexican American youth; sociocultural linguistics

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APA (6th Edition):

Bax, A. (2015). The Effect of Sociocultural Linguistics Pedagogy on Youth Language Attitudes. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/2x31s0zn

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):

Bax, Anna. “The Effect of Sociocultural Linguistics Pedagogy on Youth Language Attitudes.” 2015. Thesis, University of California – eScholarship, University of California. Accessed November 11, 2019. http://www.escholarship.org/uc/item/2x31s0zn.

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

MLA Handbook (7th Edition):

Bax, Anna. “The Effect of Sociocultural Linguistics Pedagogy on Youth Language Attitudes.” 2015. Web. 11 Nov 2019.

Vancouver:

Bax A. The Effect of Sociocultural Linguistics Pedagogy on Youth Language Attitudes. [Internet] [Thesis]. University of California – eScholarship, University of California; 2015. [cited 2019 Nov 11]. Available from: http://www.escholarship.org/uc/item/2x31s0zn.

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

Council of Science Editors:

Bax A. The Effect of Sociocultural Linguistics Pedagogy on Youth Language Attitudes. [Thesis]. University of California – eScholarship, University of California; 2015. Available from: http://www.escholarship.org/uc/item/2x31s0zn

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

5. Hung, Ming-Kuo. Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2017, University of San Francisco

  This dissertation analyzes a Taiwanese learning experience about the U.S. Civil Rights Movement. Taiwanese formal education includes this topic in secondary education. However, a… (more)

Subjects/Keywords: Antiracist Education; Civil Rights Movement; Critical Pedagogy; Critical Race Theory; Taiwanese Education; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Hung, M. (2017). Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/408

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):

Hung, Ming-Kuo. “Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School.” 2017. Thesis, University of San Francisco. Accessed November 11, 2019. https://repository.usfca.edu/diss/408.

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

MLA Handbook (7th Edition):

Hung, Ming-Kuo. “Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School.” 2017. Web. 11 Nov 2019.

Vancouver:

Hung M. Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Nov 11]. Available from: https://repository.usfca.edu/diss/408.

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

Council of Science Editors:

Hung M. Teaching the U.S. Civil Rights Movement and its Legacy through Critical Pedagogy in a Taiwanese High School. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/408

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


University of Canterbury

6. Gibson, Helen Margaret. The Invisible Whiteness of Being: the place of Whiteness in Women's Discourses in Aotearoa/New Zealand and some implications for Antiracist Education.

Degree: Education, 2006, University of Canterbury

 This thesis asks two central questions. First, what is the range of racialised discourses that constitute the subjectivities of some Pakeha ('white'/European) women? Second, can… (more)

Subjects/Keywords: Whiteness; pakeha women; racialisation; antiracist education; social justice education

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APA (6th Edition):

Gibson, H. M. (2006). The Invisible Whiteness of Being: the place of Whiteness in Women's Discourses in Aotearoa/New Zealand and some implications for Antiracist Education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/1050

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):

Gibson, Helen Margaret. “The Invisible Whiteness of Being: the place of Whiteness in Women's Discourses in Aotearoa/New Zealand and some implications for Antiracist Education.” 2006. Thesis, University of Canterbury. Accessed November 11, 2019. http://hdl.handle.net/10092/1050.

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

MLA Handbook (7th Edition):

Gibson, Helen Margaret. “The Invisible Whiteness of Being: the place of Whiteness in Women's Discourses in Aotearoa/New Zealand and some implications for Antiracist Education.” 2006. Web. 11 Nov 2019.

Vancouver:

Gibson HM. The Invisible Whiteness of Being: the place of Whiteness in Women's Discourses in Aotearoa/New Zealand and some implications for Antiracist Education. [Internet] [Thesis]. University of Canterbury; 2006. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/10092/1050.

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

Council of Science Editors:

Gibson HM. The Invisible Whiteness of Being: the place of Whiteness in Women's Discourses in Aotearoa/New Zealand and some implications for Antiracist Education. [Thesis]. University of Canterbury; 2006. Available from: http://hdl.handle.net/10092/1050

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


Boston College

7. Young, Evelyn. Grounding critical race theory in participatory inquiry: Raising educators' race consciousness and co-constructing antiracist pedagogy.

Degree: PhD, Educational Administration and Higher Education, 2010, Boston College

 In recent years, critical race theory (CRT) has garnered much attention in education scholarship as a way to examine the racialized practices that persist in… (more)

Subjects/Keywords: antiracist education; common core curriculum standards; critical race theory; culturally relevant pedagogy; race and achievement; teacher inquiry

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APA (6th Edition):

Young, E. (2010). Grounding critical race theory in participatory inquiry: Raising educators' race consciousness and co-constructing antiracist pedagogy. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101526

Chicago Manual of Style (16th Edition):

Young, Evelyn. “Grounding critical race theory in participatory inquiry: Raising educators' race consciousness and co-constructing antiracist pedagogy.” 2010. Doctoral Dissertation, Boston College. Accessed November 11, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101526.

MLA Handbook (7th Edition):

Young, Evelyn. “Grounding critical race theory in participatory inquiry: Raising educators' race consciousness and co-constructing antiracist pedagogy.” 2010. Web. 11 Nov 2019.

Vancouver:

Young E. Grounding critical race theory in participatory inquiry: Raising educators' race consciousness and co-constructing antiracist pedagogy. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Nov 11]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101526.

Council of Science Editors:

Young E. Grounding critical race theory in participatory inquiry: Raising educators' race consciousness and co-constructing antiracist pedagogy. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101526


Miami University

8. 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 November 11, 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. 11 Nov 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 Nov 11]. 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

9. Visser, Matthew. Exploring Teacher Candidates’ Experience, Perception, and Knowledge of Multicultural Education in Two Ontario Universities .

Degree: Social Justice and Equity Studies Program, 2012, Brock University

 In this study, teacher candidates’ experiences, perceptions, and knowledge of multicultural education at 2 Ontario universities were used determine to the effectiveness of their teacher… (more)

Subjects/Keywords: Multicultural Education; Antiracist Education; Teacher Education; Teacher Candidates

…operationally defining multicultural education and comparing and contrasting it with antiracist… …of multicultural education in the Ontario context. Defining Multicultural and Antiracist… …multicultural education is antiracist education. Specifically, antiracist education is described by… …Similar to multicultural education, antiracist education attempts to “revise monocultural and… …from multicultural education to antiracist education involves a greater breadth of topics… 

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APA (6th Edition):

Visser, M. (2012). Exploring Teacher Candidates’ Experience, Perception, and Knowledge of Multicultural Education in Two Ontario Universities . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/4001

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):

Visser, Matthew. “Exploring Teacher Candidates’ Experience, Perception, and Knowledge of Multicultural Education in Two Ontario Universities .” 2012. Thesis, Brock University. Accessed November 11, 2019. http://hdl.handle.net/10464/4001.

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

MLA Handbook (7th Edition):

Visser, Matthew. “Exploring Teacher Candidates’ Experience, Perception, and Knowledge of Multicultural Education in Two Ontario Universities .” 2012. Web. 11 Nov 2019.

Vancouver:

Visser M. Exploring Teacher Candidates’ Experience, Perception, and Knowledge of Multicultural Education in Two Ontario Universities . [Internet] [Thesis]. Brock University; 2012. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/10464/4001.

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

Council of Science Editors:

Visser M. Exploring Teacher Candidates’ Experience, Perception, and Knowledge of Multicultural Education in Two Ontario Universities . [Thesis]. Brock University; 2012. Available from: http://hdl.handle.net/10464/4001

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


University of Bradford

10. Thompson, Brenda Mary. Asian-named minority groups in a British school system : a study of the education of the children of immigrants of Indian, Pakistani or Bangladeshi origin from the Indian sub-continent or East Africa in the City of Bradford.

Degree: PhD, 1991, University of Bradford

 This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation… (more)

Subjects/Keywords: 303.6; Ethnic groups; Immigrant families; Asian children; Bradford Local Education Authority; Education; Expectations; Racial bias; Antiracist education

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APA (6th Edition):

Thompson, B. M. (1991). Asian-named minority groups in a British school system : a study of the education of the children of immigrants of Indian, Pakistani or Bangladeshi origin from the Indian sub-continent or East Africa in the City of Bradford. (Doctoral Dissertation). University of Bradford. Retrieved from http://hdl.handle.net/10454/2814

Chicago Manual of Style (16th Edition):

Thompson, Brenda Mary. “Asian-named minority groups in a British school system : a study of the education of the children of immigrants of Indian, Pakistani or Bangladeshi origin from the Indian sub-continent or East Africa in the City of Bradford.” 1991. Doctoral Dissertation, University of Bradford. Accessed November 11, 2019. http://hdl.handle.net/10454/2814.

MLA Handbook (7th Edition):

Thompson, Brenda Mary. “Asian-named minority groups in a British school system : a study of the education of the children of immigrants of Indian, Pakistani or Bangladeshi origin from the Indian sub-continent or East Africa in the City of Bradford.” 1991. Web. 11 Nov 2019.

Vancouver:

Thompson BM. Asian-named minority groups in a British school system : a study of the education of the children of immigrants of Indian, Pakistani or Bangladeshi origin from the Indian sub-continent or East Africa in the City of Bradford. [Internet] [Doctoral dissertation]. University of Bradford; 1991. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/10454/2814.

Council of Science Editors:

Thompson BM. Asian-named minority groups in a British school system : a study of the education of the children of immigrants of Indian, Pakistani or Bangladeshi origin from the Indian sub-continent or East Africa in the City of Bradford. [Doctoral Dissertation]. University of Bradford; 1991. Available from: http://hdl.handle.net/10454/2814


Texas State University – San Marcos

11. Milligan, Kristin. One Taboo Conversation at a Time: Employing Writing Centers in Dismantling White Privilege.

Degree: MA, Rhetoric and Composition, 2016, Texas State University – San Marcos

No abstract prepared. Advisors/Committee Members: Jackson, Rebecca (advisor), Balzhiser, Deborah (committee member), Wilson, Nancy (committee member).

Subjects/Keywords: Antiracism; Antiracist work; White privilege; Writing centers; Dismantling; Explicit discussions; Tutor education; Tutor training; Whites – Race identity – United States; Racism – United States; Writing centers

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APA (6th Edition):

Milligan, K. (2016). One Taboo Conversation at a Time: Employing Writing Centers in Dismantling White Privilege. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6305

Chicago Manual of Style (16th Edition):

Milligan, Kristin. “One Taboo Conversation at a Time: Employing Writing Centers in Dismantling White Privilege.” 2016. Masters Thesis, Texas State University – San Marcos. Accessed November 11, 2019. https://digital.library.txstate.edu/handle/10877/6305.

MLA Handbook (7th Edition):

Milligan, Kristin. “One Taboo Conversation at a Time: Employing Writing Centers in Dismantling White Privilege.” 2016. Web. 11 Nov 2019.

Vancouver:

Milligan K. One Taboo Conversation at a Time: Employing Writing Centers in Dismantling White Privilege. [Internet] [Masters thesis]. Texas State University – San Marcos; 2016. [cited 2019 Nov 11]. Available from: https://digital.library.txstate.edu/handle/10877/6305.

Council of Science Editors:

Milligan K. One Taboo Conversation at a Time: Employing Writing Centers in Dismantling White Privilege. [Masters Thesis]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6305

.