A01=Laura A. Roy
activism
Author_Laura A. Roy
Category=JNF
Category=JNU
Category=YPC
classroom community
critical race teacher activism
CRTA
current issues
elementary school
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
equality
equity
high school
illegal immigrant students
immigrants
immigrants in the classroom
immigration
immigration history
media literacy
mexico
microaggressions
microaggressive
middle school
professional development
race studies
racial identity
white supremecy
white teachers
Product details
- ISBN 9781475840377
- Weight: 599g
- Dimensions: 159 x 232mm
- Publication Date: 16 Oct 2018
- Publisher: Bloomsbury Publishing Plc
- Publication City/Country: US
- Product Form: Hardback
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This book endeavors to cultivate activism literacies in White teachers in order to disrupt the system of white supremacy and racial oppression in education. This book focuses primarily on White teachers’ responsibility in becoming advocates for, and accomplices to communities of color. Through the lens of Critical Race Teacher Activism (CRTA), this book seeks to support teachers in critiquing and transforming pedagogy and curriculum in predominantly white spaces in order to interrupt the single story and amplify voices that are marginalized, silenced, or omitted from curriculum.
Laura A. Roy (Ph.D., University of Texas at San Antonio) is Associate Professor and Chair of Education at La Salle University in Philadelphia, PA. Laura’s program of research is interdisciplinary, drawing primarily from critical and sociocultural theories in order to examine the places where new and existing communities meet and intersect. At the core of her work is a concern for and commitment to equity, social justice, and teacher activism. As a teacher educator, Laura is committed to supporting teacher research and transformative practices that seek to dismantle systems of oppression. Her record of publication centers primarily on the classroom and community experiences of refugee and immigrant populations in the US, examining the intersections of race, culture, language, and other markers of identity. She is particularly interested in the discursive practices in the classroom that cultivate or marginalize students’ unique cultural and literate histories.
