Jeremy N Price
Biographic Data
| ID | 315776 |
|---|---|
| NAME | Jeremy N Price |
| GIVEN NAMES | Jeremy N |
| FAMILY NAME | Price |
| SIGNATURE | PRICE J N |
| AFFILIATIONS | University of Maryland, College Park |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
Escolarización y Clase Social en los Estados Unidos
En este trabajo se discute la relación entre clase social y escolaridad y se presenta una definición compleja de clase social basado no solo en nivel de ingresos, sino que usando más criterios tales como temas culturales, sociales, geográficos, y otros aspectos que interactúan con la escolaridad. Mientras que una meta de la escolaridad en los Estado Unidos ha sido que esta institución pueda proveer igualdad de oportunidad, en este trabajo discuti…
Accessing Imagined Communities and Reinscribing Regimes of Truth
In this article, we explore the complex and nebulous terrain between two theoretical concepts, imagined communities (Norton, 2000 Norton, B. 2000. Identity and language learning: Gender ethnicity and educational change, Harlow, , England: Pearson Education. [Google Scholar], 2001 Norton, B. 2001. “Non-participation, imagined communities and the language classroom”. In Learner contributions to language learning: New directions in research, Edited …
Preservice Teachers Becoming Agents of Change: Pedagogical Implications for Action Research
This article examines the construction and experience of change agency within action research courses in preservice teacher education. Four preservice teachers' experiences of action research are analyzed, and tensions and challenges teacher educators and preservice teachers face as they attend to change processes in learning to teach are explored. This analysis suggests five central tensions in the process and pedagogy of action research: indivi…
Lessons from Against the Odds
Editor's Note: These three articles draw from Jeremy Price's Against Odds: The Meaning of School and Relationships in Lives of Six Young African-American Men, Vivian G. Morris and Curtis L. Morris's Creating Caring and Nurturing Educational Environments for African American Children, and June Gordon's The Color of Teaching. These books were among finalists for AACTE 2001 Outstanding Writing Award and were particularly relevant to issues of demogr…
Schooling and Racialized Masculinities: The Diploma, Teachers, and Peers in the Lives of Young, African American Men
This article contributes new understandings of masculinities through examination of the complex social circumstances of 2 working-class, African American, young men. The author considers the young men's differing meanings of the diploma, relationships with teachers, and relations with male peers in the production of their racial, masculine identities. Each of these sites serves as a lens through which to view the complexity of, and interconnectio…
Accommodation and Critique in the School Lives of Six Young African-American Men
This article considers the complex nature of the experiences of school for six young African-American men who were from different social class backgrounds and attended four different schools. Through extended interviews over the course of the 1992–1993 school year, I learned that while all the young men were committed to acquiring a high school diploma, they simultaneously critiqued aspects of their experiences in school. The critique included th…
Institutional support for diversity in preservice teacher education
1998). Institutional support for diversity in preservice teacher education. Theory Into Practice: Vol. 37, Preparing Teachers for Cultural Diversity, pp. 114-120
Challenges of liberatory pedagogy in mathematics and teacher education
1998). Challenges of liberatory pedagogy in mathematics and teacher education. Theory Into Practice: Vol. 37, Constructing a Liberatory practice in School Subjects, pp. 256-264
Schooling and Racialized Masculinities: The Diploma, Teachers, and Peers in the Lives of Young, African American Men
This article contributes new understandings of masculinities through examination of the complex social circumstances of 2 working-class, African American, young men. The author considers the young men's differing meanings of the diploma, relationships with teachers, and relations with male peers in the production of their racial, masculine identities. Each of these sites serves as a lens through which to view the complexity of, and interconnectio…
Institutional support for diversity in preservice teacher education
1998). Institutional support for diversity in preservice teacher education. Theory Into Practice: Vol. 37, Preparing Teachers for Cultural Diversity, pp. 114-120
Preservice Teachers Becoming Agents of Change: Pedagogical Implications for Action Research
This article examines the construction and experience of change agency within action research courses in preservice teacher education. Four preservice teachers' experiences of action research are analyzed, and tensions and challenges teacher educators and preservice teachers face as they attend to change processes in learning to teach are explored. This analysis suggests five central tensions in the process and pedagogy of action research: indivi…
Lessons from Against the Odds
Editor's Note: These three articles draw from Jeremy Price's Against Odds: The Meaning of School and Relationships in Lives of Six Young African-American Men, Vivian G. Morris and Curtis L. Morris's Creating Caring and Nurturing Educational Environments for African American Children, and June Gordon's The Color of Teaching. These books were among finalists for AACTE 2001 Outstanding Writing Award and were particularly relevant to issues of demogr…
Challenges of liberatory pedagogy in mathematics and teacher education
1998). Challenges of liberatory pedagogy in mathematics and teacher education. Theory Into Practice: Vol. 37, Constructing a Liberatory practice in School Subjects, pp. 256-264
Accommodation and Critique in the School Lives of Six Young African-American Men
This article considers the complex nature of the experiences of school for six young African-American men who were from different social class backgrounds and attended four different schools. Through extended interviews over the course of the 1992–1993 school year, I learned that while all the young men were committed to acquiring a high school diploma, they simultaneously critiqued aspects of their experiences in school. The critique included th…
Institutional support for diversity in preservice teacher education
1998). Institutional support for diversity in preservice teacher education. Theory Into Practice: Vol. 37, Preparing Teachers for Cultural Diversity, pp. 114-120
Challenges of liberatory pedagogy in mathematics and teacher education
1998). Challenges of liberatory pedagogy in mathematics and teacher education. Theory Into Practice: Vol. 37, Constructing a Liberatory practice in School Subjects, pp. 256-264
Schooling and Racialized Masculinities: The Diploma, Teachers, and Peers in the Lives of Young, African American Men
This article contributes new understandings of masculinities through examination of the complex social circumstances of 2 working-class, African American, young men. The author considers the young men's differing meanings of the diploma, relationships with teachers, and relations with male peers in the production of their racial, masculine identities. Each of these sites serves as a lens through which to view the complexity of, and interconnectio…
Lessons from Against the Odds
Editor's Note: These three articles draw from Jeremy Price's Against Odds: The Meaning of School and Relationships in Lives of Six Young African-American Men, Vivian G. Morris and Curtis L. Morris's Creating Caring and Nurturing Educational Environments for African American Children, and June Gordon's The Color of Teaching. These books were among finalists for AACTE 2001 Outstanding Writing Award and were particularly relevant to issues of demogr…
Preservice Teachers Becoming Agents of Change: Pedagogical Implications for Action Research
This article examines the construction and experience of change agency within action research courses in preservice teacher education. Four preservice teachers' experiences of action research are analyzed, and tensions and challenges teacher educators and preservice teachers face as they attend to change processes in learning to teach are explored. This analysis suggests five central tensions in the process and pedagogy of action research: indivi…
Accessing Imagined Communities and Reinscribing Regimes of Truth
In this article, we explore the complex and nebulous terrain between two theoretical concepts, imagined communities (Norton, 2000 Norton, B. 2000. Identity and language learning: Gender ethnicity and educational change, Harlow, , England: Pearson Education. [Google Scholar], 2001 Norton, B. 2001. “Non-participation, imagined communities and the language classroom”. In Learner contributions to language learning: New directions in research, Edited …
Escolarización y Clase Social en los Estados Unidos
En este trabajo se discute la relación entre clase social y escolaridad y se presenta una definición compleja de clase social basado no solo en nivel de ingresos, sino que usando más criterios tales como temas culturales, sociales, geográficos, y otros aspectos que interactúan con la escolaridad. Mientras que una meta de la escolaridad en los Estado Unidos ha sido que esta institución pueda proveer igualdad de oportunidad, en este trabajo discuti…
Sociology (8 works) · Psychology (6 works) · Pedagogy (5 works) · Gender Studies (4 works) · Mathematics education (4 works) · Political science (4 works) · Teacher Education and Leadership Studies (4 works) · Educator Training and Historical Pedagogy (3 works) · Social science (3 works) · Teacher education (3 works)