TY  - CHAP
AB  - In this chapter, the author uses the interrelated knowledge base of multicultural education and critical pedagogy to offer possibilities for identity negotiations among students and educators. As an international scholar of color, she also interweaves how her own identity is negotiated by comparing and contrasting her teaching experiences in her home country and in the United States. The author argues that it is important for educators to interrogate their identity and embrace the tensions that arise in the process, in order to enact a critically engaged dialogue in their classrooms.
VL  - 8
SN  - 978-1-78190-499-2, 978-1-78190-500-5/1479-3628
DO  - 10.1108/S1479-3628(2013)0000008004
UR  - https://doi.org/10.1108/S1479-3628(2013)0000008004
AU  - Nganga Christine W.
ED  - Patricia G. Boyer
ED  - Dannielle Joy Davis
PY  - 2013
Y1  - 2013/01/01
TI  - Teaching for Social Justice Through Embracing Identity Tensions
T2  - Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices
T3  - International Perspectives on Higher Education Research
PB  - Emerald Group Publishing Limited
SP  - 13
EP  - 32
Y2  - 2024/04/24
ER  -