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001			978-3-031-73534-9
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020			_a9783031735349 _9978-3-031-73534-9
024	7		_a10.1007/978-3-031-73534-9 _2doi
050		4	_aLB1705-2286
072		7	_aJNMT _2bicssc
072		7	_aEDU053000 _2bisacsh
072		7	_aJNMT _2thema
100	1		_aLiu, Katrina. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _989373
245	1	0	_aPreparing White Teachers for Anti-Racist Education _h[electronic resource] : _bCritical Reflection and Generativity for Transformative Praxis / _cby Katrina Liu, Michael K. Thomas, Richard Miller.
250			_a1st ed. 2024.
264		1	_aCham : _bSpringer Nature Switzerland : _bImprint: Palgrave Macmillan, _c2024.
300			_aXXI, 176 p. 8 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aChapter 1: Educational Equity and the Teacher-Student Diversity Gap -- Chapter 2: Theoretical Framework and Research Context: Seeing Through the Prism of Racism -- Chapter 3: From Camouflage to Pledging Commitment: Race in the Habits of Mind -- Chapter 4: One Step Forward, Two Steps Back: Racism in the Patterns of Acting -- Chapter 5: Toward Anti-Racist Teacher Education -- Chapter 6: Cultivating Critical Reflection for Transformative Learning in the Context of Race -- Chapter 7: The Potential to Achieve.
520			_a“This book is for any of us who refuse to retreat from the work of anti-racism in education and society. Teachers deserve resources like this to inform their practices in pursuit of equity.” —H. Richard Milner IV, Professor, Vanderbilt University, USA "This book fills an often identified but rarely addressed scholarly gap. In this text, readers will find both strategies for preparing teachers for racially diverse classrooms and essential practices for inviting novice educators to interrogate their assumptions." —Catherine Compton-Lilly, Professor, University of South Carolina, Columbia, USA “A timely, critical, and compelling book that addresses the need to rethink, reimagine, and restructure preservice and in-service teacher education to illuminate the anti-racist, educational dreams and possibilities educators can achieve.” —Nathaniel Bryan, Associate Professor, University of Texas at Austin, USA Using a framework combining Critical Race Theory and Critical Reflection and Generativity for Transformative Praxis, this book examines both how white preservice teachers conceive of race and racism (habits of mind) and how they react when dealing with race and racism in the classroom (patterns of acting). With firm grounding in real-world data, the authors detail ways in which teacher educators can recognize and deal with preservice teachers who cannot—or will not—translate their reflections on race into actions against racism. Katrina Liu is Associate Professor of Teacher Education in the Department of Teaching and Learning, University of Nevada, Las Vegas, USA. Michael K. Thomas is Associate Professor in the Department of Educational Psychology, University of Illinois Chicago, USA. Richard Miller is Associate Professor of Ethnomusicology in the School of Music, University of Nevada, Las Vegas, USA. .
650		0	_aTeachers _xTraining of. _958400
650		0	_aRace. _967750
650	1	4	_aTeaching and Teacher Education.
650	2	4	_aRace and Ethnicity Studies. _967752
700	1		_aThomas, Michael K. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _989374
700	1		_aMiller, Richard. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _989375
710	2		_aSpringerLink (Online service)
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9783031735332
776	0	8	_iPrinted edition: _z9783031735356
776	0	8	_iPrinted edition: _z9783031735363
856	4	0	_uhttps://doi.org/10.1007/978-3-031-73534-9
912			_aZDB-2-EDA
912			_aZDB-2-SXED
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