Review of For White folks who teach in the Hood... and the rest of y'all too: Reality pedagogy and urban education

Autores/as

  • Alison S. Marzocchi California State University, Fullerton
  • Benikia Kressler California State University, Fullerton

DOI:

https://doi.org/10.14507/er.v24.2155

Biografía del autor/a

Alison S. Marzocchi, California State University, Fullerton

Alison S. Marzocchi is an Assistant Professor in the Mathematics Department at California State University, Fullerton. Her research interests focus on recruitment and retention of underrepresented students in postsecondary mathematics degrees. Alison, who self-identifies as White, has extensive experience working with urban students through the Upward Bound Program. Before working at the university level, Alison was a high school mathematics and computer science teacher. 

Benikia Kressler, California State University, Fullerton

Benikia Kressler is an advocate for minoritized students, particularly those at-risk and placed in Special Education. She is also an Assistant Professor in the Department of Special Education at California State University, Fullerton. Her research centers on the intersection of race, class, (dis) abilities and culture for students in urban schools and the teachers that educate them. Dr. Kressler self-identifies as a Black cis-woman with a passion for social justice for historically marginalized students by the policies and practices of institutions of education. Before entering the university, she worked as a secondary special educator in urban schools. 

Citas

Barnard Center for Research on Women. (2014). Ta-Nehisi Coates: Black boy interrupted: American plunder and the incomplete life of Jordan Davis. Retrieved from https://www.youtube.com/watch?v=XZRHoSySqIM

Delpit, L. D. (1993). The silenced dialogue: Power and pedagogy in educating other people's children. In L. Weis & M. Fine (Eds.), Beyond Silenced Voices Class, Race, and Gender in United States Schools (pp. 119-139). Albany: State University of New York Press.

Democracy Now. (2016). Dakota access pipeline. Retrieved from http://www.democracynow.org/topics/dakota_access

Emdin, C. (2016). For White folks who teach in the Hood... and the rest of y'all too: Reality pedagogy and urban education. Boston, MA: Beacon Press.

Hayes, K. (2016, Oct. 29). Remember this when you talk about standing rock. Retrieved from http://www.yesmagazine.org/how-to-talk-about-standing-rock-20161028

National Public Radio. (2016). Police evict Dakota pipeline protesters. Retrieved from http://www.npr.org/sections/thetwo-way/2016/10/27/499614734/police-reportedly-arrest-dakota-pipeline-protesters

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.

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Publicado

2017-01-18

Cómo citar

Marzocchi, A. S., & Kressler, B. (2017). Review of For White folks who teach in the Hood. and the rest of y’all too: Reality pedagogy and urban education. Reseñas Educativas, 24. https://doi.org/10.14507/er.v24.2155

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