1 resultado para Education, Bilingual and Multicultural|Education, General
em Bucknell University Digital Commons - Pensilvania - USA
Filtro por publicador
- JISC Information Environment Repository (1)
- Repository Napier (7)
- Aberystwyth University Repository - Reino Unido (1)
- Academic Archive On-line (Karlstad University; Sweden) (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- Applied Math and Science Education Repository - Washington - USA (1)
- Aquatic Commons (3)
- Archive of European Integration (11)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (2)
- Aston University Research Archive (8)
- B-Digital - Universidade Fernando Pessoa - Portugal (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (1)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (2)
- Biodiversity Heritage Library, United States (1)
- Bioline International (1)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (15)
- Brock University, Canada (7)
- Bucknell University Digital Commons - Pensilvania - USA (1)
- Bulgarian Digital Mathematics Library at IMI-BAS (1)
- Cambridge University Engineering Department Publications Database (2)
- CentAUR: Central Archive University of Reading - UK (11)
- Center for Jewish History Digital Collections (1)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (7)
- Cochin University of Science & Technology (CUSAT), India (1)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (4)
- CORA - Cork Open Research Archive - University College Cork - Ireland (3)
- Cornell: DigitalCommons@ILR (1)
- Corvinus Research Archive - The institutional repository for the Corvinus University of Budapest (1)
- Dalarna University College Electronic Archive (1)
- Deakin Research Online - Australia (41)
- DI-fusion - The institutional repository of Université Libre de Bruxelles (5)
- Digital Commons - Montana Tech (1)
- Digital Commons at Florida International University (63)
- Digital Repository at Iowa State University (33)
- DigitalCommons - The University of Maine Research (2)
- DigitalCommons@The Texas Medical Center (6)
- DigitalCommons@University of Nebraska - Lincoln (2)
- Digitale Sammlungen - Goethe-Universität Frankfurt am Main (1)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (3)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (4)
- Glasgow Theses Service (7)
- Greenwich Academic Literature Archive - UK (36)
- Helda - Digital Repository of University of Helsinki (24)
- Illinois Digital Environment for Access to Learning and Scholarship Repository (1)
- Indian Institute of Science - Bangalore - Índia (10)
- Instituto Politécnico de Bragança (1)
- Instituto Politécnico de Castelo Branco - Portugal (1)
- Instituto Politécnico de Viseu (3)
- Instituto Politécnico do Porto, Portugal (2)
- Instituto Superior de Psicologia Aplicada - Lisboa (1)
- Iowa Publications Online (IPO) - State Library, State of Iowa (Iowa), United States (2)
- Memoria Académica - FaHCE, UNLP - Argentina (12)
- Ministerio de Cultura, Spain (2)
- National Center for Biotechnology Information - NCBI (2)
- Nottingham eTheses (2)
- Open Access Repository of Association for Learning Technology (ALT) (2)
- Plymouth Marine Science Electronic Archive (PlyMSEA) (2)
- Portal de Revistas Científicas Complutenses - Espanha (4)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (31)
- Queensland University of Technology - ePrints Archive (60)
- RCAAP - Repositório Científico de Acesso Aberto de Portugal (1)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (5)
- Repositorio Académico de la Universidad Nacional de Costa Rica (1)
- Repositório Científico da Universidade de Évora - Portugal (1)
- Repositorio de la Universidad de Cuenca (2)
- Repositório digital da Fundação Getúlio Vargas - FGV (6)
- Repositório Digital da UNIVERSIDADE DA MADEIRA - Portugal (1)
- Repositório Institucional da Universidade de Aveiro - Portugal (9)
- Repositório Institucional da Universidade Estadual de São Paulo - UNESP (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (34)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (1)
- SAPIENTIA - Universidade do Algarve - Portugal (1)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- School of Medicine, Washington University, United States (1)
- Universidad de Alicante (1)
- Universidad del Rosario, Colombia (4)
- Universidad Politécnica de Madrid (7)
- Universidade Federal de Uberlândia (1)
- Universidade Federal do Pará (2)
- Universidade Federal do Rio Grande do Norte (UFRN) (8)
- Universidade Metodista de São Paulo (2)
- Universidade Técnica de Lisboa (1)
- Universitat de Girona, Spain (2)
- Université de Montréal (1)
- Université de Montréal, Canada (23)
- University of Connecticut - USA (2)
- University of Michigan (123)
- University of Queensland eSpace - Australia (8)
- University of Washington (2)
- Worcester Research and Publications - Worcester Research and Publications - UK (88)
Resumo:
In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that purport to reveal our identities (e.g., race and gender), to emplace our bodies (e.g., within institutions, prison gates, and walls), and to specify our locations (e.g., cultural, geographic, socialeconomic). One crucial theoretical insight our work makes clear is that the model of social justice teaching to which we aspired necessitates re-conceptualizing ourselves as students and professors whose subjectivities are necessarily relational and emergent.