Global Perspectives on Microaggressions in Schools
Understanding and Combating Covert Violence
Herausgeber: Corkett, Julie K; Steele, Astrid; Cho, Christine L
Global Perspectives on Microaggressions in Schools
Understanding and Combating Covert Violence
Herausgeber: Corkett, Julie K; Steele, Astrid; Cho, Christine L
- Gebundenes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
Recognizing microaggression as an often unseen, yet pervasive issue in schools globally, this book offers critical examination of instances of aggression, hostility, and incivility in school contexts around the world.
Andere Kunden interessierten sich auch für
- Global Perspectives on Microaggressions in Higher Education198,99 €
- W Y Alice ChanTeaching Religious Literacy to Combat Religious Bullying206,99 €
- John DavisStrength Basing, Empowering and Regenerating Indigenous Knowledge Education178,99 €
- Allison PaoliniUsing Social Emotional Learning to Prevent School Violence187,99 €
- Thinking Comprehensively about Education184,99 €
- Vajra WatsonLearning to Liberate216,99 €
- John Peter WhiteExploring Well-Being in Schools176,99 €
-
-
-
Recognizing microaggression as an often unseen, yet pervasive issue in schools globally, this book offers critical examination of instances of aggression, hostility, and incivility in school contexts around the world.
Produktdetails
- Produktdetails
- Verlag: Routledge
- Seitenzahl: 166
- Erscheinungstermin: 18. Mai 2021
- Englisch
- Abmessung: 229mm x 152mm x 11mm
- Gewicht: 413g
- ISBN-13: 9780367545529
- ISBN-10: 0367545527
- Artikelnr.: 69984571
- Verlag: Routledge
- Seitenzahl: 166
- Erscheinungstermin: 18. Mai 2021
- Englisch
- Abmessung: 229mm x 152mm x 11mm
- Gewicht: 413g
- ISBN-13: 9780367545529
- ISBN-10: 0367545527
- Artikelnr.: 69984571
Julie K. Corkett is Associate Professor at the Schulich School of Education, Canada. Christine L. Cho is Associate Professor at Nipissing University's Schulich School of Education, Canada. Astrid Steele was formerly an Associate Professor at the Schulich School of Education at Nipissing University, Canada.
1. Introduction; Section I. Microaggressions Impacting Students, Teachers
and Staff; 2. Principals' Experiences of Mistreatment in the School
Environment; 3. LGBT Microaggressions Among Teachers in South African
Schools; 4. An Examination of Microaggressions Encountered by African
American STEAM Academy High School Students; Section II. Understanding
Wider Societal Causes of Microaggression in Schooling Context; 5.
Humanising Students as a Micro-Resistance Practice in Australian
Alternative Education Settings; 6. Deconstructing Citizenship and
Belonging: Refugee Student Integration and Microaggressions in Ontario
Schools; 7. Troubling Racialized Discourse in Nunavut Education; Section
III. Looking Forward: Resistance Within School Environments; 8. Social
Inequities and the Manifestation of Microaggression for First Nations
Students in the Educational System in Canada and the Role of
Transformational Leadership; 9. Using the Third Space to Address the
Microinvalidation of Indigenous Science within Mainstream Science Education
Classrooms: Trinidad and Tobago and Australia; 10. Drama as Resilience to
Covert School Violence and Incivility; 11. Conclusion
and Staff; 2. Principals' Experiences of Mistreatment in the School
Environment; 3. LGBT Microaggressions Among Teachers in South African
Schools; 4. An Examination of Microaggressions Encountered by African
American STEAM Academy High School Students; Section II. Understanding
Wider Societal Causes of Microaggression in Schooling Context; 5.
Humanising Students as a Micro-Resistance Practice in Australian
Alternative Education Settings; 6. Deconstructing Citizenship and
Belonging: Refugee Student Integration and Microaggressions in Ontario
Schools; 7. Troubling Racialized Discourse in Nunavut Education; Section
III. Looking Forward: Resistance Within School Environments; 8. Social
Inequities and the Manifestation of Microaggression for First Nations
Students in the Educational System in Canada and the Role of
Transformational Leadership; 9. Using the Third Space to Address the
Microinvalidation of Indigenous Science within Mainstream Science Education
Classrooms: Trinidad and Tobago and Australia; 10. Drama as Resilience to
Covert School Violence and Incivility; 11. Conclusion
1. Introduction; Section I. Microaggressions Impacting Students, Teachers
and Staff; 2. Principals' Experiences of Mistreatment in the School
Environment; 3. LGBT Microaggressions Among Teachers in South African
Schools; 4. An Examination of Microaggressions Encountered by African
American STEAM Academy High School Students; Section II. Understanding
Wider Societal Causes of Microaggression in Schooling Context; 5.
Humanising Students as a Micro-Resistance Practice in Australian
Alternative Education Settings; 6. Deconstructing Citizenship and
Belonging: Refugee Student Integration and Microaggressions in Ontario
Schools; 7. Troubling Racialized Discourse in Nunavut Education; Section
III. Looking Forward: Resistance Within School Environments; 8. Social
Inequities and the Manifestation of Microaggression for First Nations
Students in the Educational System in Canada and the Role of
Transformational Leadership; 9. Using the Third Space to Address the
Microinvalidation of Indigenous Science within Mainstream Science Education
Classrooms: Trinidad and Tobago and Australia; 10. Drama as Resilience to
Covert School Violence and Incivility; 11. Conclusion
and Staff; 2. Principals' Experiences of Mistreatment in the School
Environment; 3. LGBT Microaggressions Among Teachers in South African
Schools; 4. An Examination of Microaggressions Encountered by African
American STEAM Academy High School Students; Section II. Understanding
Wider Societal Causes of Microaggression in Schooling Context; 5.
Humanising Students as a Micro-Resistance Practice in Australian
Alternative Education Settings; 6. Deconstructing Citizenship and
Belonging: Refugee Student Integration and Microaggressions in Ontario
Schools; 7. Troubling Racialized Discourse in Nunavut Education; Section
III. Looking Forward: Resistance Within School Environments; 8. Social
Inequities and the Manifestation of Microaggression for First Nations
Students in the Educational System in Canada and the Role of
Transformational Leadership; 9. Using the Third Space to Address the
Microinvalidation of Indigenous Science within Mainstream Science Education
Classrooms: Trinidad and Tobago and Australia; 10. Drama as Resilience to
Covert School Violence and Incivility; 11. Conclusion