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Social Change in Diverse Teaching Contexts: Touchy Subjects And Routine Practices
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Believing that racial oppression in the United States is structural and often embedded in the routine practices of well-intentioned people, Barron (English, Northern Arizona U.), Grimm (humanities, Michigan Technological U.), and Gruber (rhetoric, Northern Arizona U.) present 12 essays as a part of an effort to understand such dynamics in American higher education. Topics addressed by the essays include how understandings of identity influence professor interaction with other faculty and students; the identification of underlying cultural conflicts in discourses; the identification of social, cultural, and historical contexts that inform teacher stories; invisible racial power dynamics in the composition classroom; and the cultural ecology of race and technology. Annotation c2006 Book News, Inc., Portland, OR (booknews.com)
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