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Full-Text Articles in Gender and Sexuality
Noticias De Naccs, Vol. 39, No. 4, December 2010, National Association For Chicana And Chicano Studies
Noticias De Naccs, Vol. 39, No. 4, December 2010, National Association For Chicana And Chicano Studies
Noticias de NACCS Newsletter
No abstract provided.
Noticias De Naccs, Vol. 39, No. 3, September 2010, National Association For Chicana And Chicano Studies
Noticias De Naccs, Vol. 39, No. 3, September 2010, National Association For Chicana And Chicano Studies
Noticias de NACCS Newsletter
No abstract provided.
Noticias De Naccs, Vol. 39, No. 2, June 2010, National Association For Chicana And Chicano Studies
Noticias De Naccs, Vol. 39, No. 2, June 2010, National Association For Chicana And Chicano Studies
Noticias de NACCS Newsletter
No abstract provided.
Soy Macdiva: Changing Perceptions Of Chicana/Mexicana Sexuality Through Corridos Hyphy, Jessica R. Lozano
Soy Macdiva: Changing Perceptions Of Chicana/Mexicana Sexuality Through Corridos Hyphy, Jessica R. Lozano
NACCS Annual Conference Proceedings
No abstract provided.
Noticias De Naccs, Vol. 39, No. 1, February 2010, National Association For Chicana And Chicano Studies
Noticias De Naccs, Vol. 39, No. 1, February 2010, National Association For Chicana And Chicano Studies
Noticias de NACCS Newsletter
No abstract provided.
Engaged Pedagogy And Critical Race Feminism, Theodorea Berry
Engaged Pedagogy And Critical Race Feminism, Theodorea Berry
Faculty Publications
The article describes the engaged pedagogy of cultural critic and scholar bell hooks in the context of the experiences that the author gained from a group of African American pre-service teachers in a social foundations course. It provides an overview of critical race feminism, which acknowledges the importance of storytelling and addresses the intersections of gender and race, and explains its significance to preparing African American pre-service teachers. It concludes with a discourse on engaged pedagogy from a critical feminist perspective which enables teacher educators to support the lived experiences of students who are socially marginalized.