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Palgrave Macmillan

Identity in Education

ISBN 9780230621565
Publication Date May 2009
Formats Ebook (PDF) Paperback Hardcover 
Publisher Palgrave Macmillan
Series Future of Minority Studies

This edited volume explores the impact of social identity (race, class, gender, sexual orientation, religion and so on) on teaching and learning. Operating within a realist framework, the contributors to this volume (all of whom are minority scholars) consider ways to productively engage identity in the classroom and at the institutional level, as a means of working toward racial democracy in higher education.  As realists, all authors in the volume hold the theoretical position that identities are both real and constructed, and that identities are always epistemically salient. Thus the book argues - from diverse disciplinary and educational contexts - that mobilizing identities in academia is a necessary part of progressive (antiracist, feminist, anticolonial) educators' efforts to transform knowledge-making, to establish critical access for minority students in higher education, and to create a more just and democratic society.

Susan Sánchez-Casal is Editorial Manager at McGraw-Hill International, Madrid, Spain, and former Associate Professor of Latino and Women's Studies at Hamilton College. She is the author of multiple essays on Latino and Latino American literatures, and is the co-editor of Twenty-First Century Feminist Classrooms: Pedagogies of Identity and Difference (Palgrave/MacMillan 2002). Dr. Sánchez-Casal is the founding Director of the Hamilton College Inter-Cultural Women's Empowerment Group (ICWES). Se is a member of the Future of Minority Studies (FMS) Coordinating Team.

Amie A. Macdonald is Associate Professor of Philosophy at John Jay College of Criminal Justice/City University of New York. She is the co-author and co-editor of Twenty-First Century Feminist Classrooms: Pedagogies of Identity and Difference (Palgrave/MacMillan 2002). Professor Macdonald is a member of the Future of Minority Studies (FMS) Coordinating Team.  

Introduction - Amie A. Macdonald and Susan Sánchez-Casal * PART I: CRITICAL ACCESS AND PROGRESSIVE EDUCATION * Identity, Realist Pedagogy, and Racial Democracy in Higher Education - Susan Sánchez-Casal and Amie A. Macdonald * What's Identity Go to Do With It?: Mobilizing Identities in the Multicultural Classroom - Paula M.L. Moya * Fostering Cross-Racial Mentoring: White Faculty and African American Students at Harvard College - Richard Reddick * PART II: CURRICULUM AND IDENTITY * Which America Is Ours?: Martí's "Truth" and the Foundations of "American Literature" - Michael Hames-García * The Mis-Education of Mixed Race - Michele Elam * Ethnic Studies Requirements and the "White" Dominated Classroom - Kay Yandell * Historicizing difference in The English Patient: The Politics of Identity and (Mis)Recognition - Paulo Lemos Horta * PART III: REALIST PEDAGOGICAL STRATEGIES * Teaching Disclosure: Overcoming the Invisibility of Whiteness in the American Indian Studies Classroom - Sean Kiccumah Teuton * Religious Identities and Communities of Meaning in the Realist Classroom - William Wilkerson * Postethnic America? A Multicultural Training Camp for Americanists and Future EFL teachers - Barbara Bucheneau, Paula Moya, Carola Hecke, J. Nicole Shelton * The Uses of Error: Toward a Realist Methodology of Student Evaluation - John Su

Amie A. Macdonald * Susan Sánchez-Casal * Paula M.L. Moya * William Wilkerson * Kay Yandell * Michael Hames-Garcia * Hudita Nura Mustafa * John Su * Paulo Lemos Horta * Sean Teuton * Karen Spirn * Michelle Renee Smith * David Ikard


"Debates in the sphere of higher education about multicultural education, diversity, and affirmative action have reached a fevered pitch . . .One could hardly imagine, then, a more opportune moment to pursue research on the importance of identity in education. This collection by Sánchez-Casal and Macdonald is timely, broad in its design, and novel in its approach." - Tobin Siebers, V. L. Parrington Collegiate Professor, English Language and Literature, University of Michigan
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