Roland Mitchell
Biographic Data
| ID | 6007094 |
|---|---|
| NAME | Roland Mitchell |
| GIVEN NAMES | Roland |
| FAMILY NAME | Mitchell |
| SIGNATURE | MITCHELL R |
| AFFILIATIONS | Institute for Educational Leadership |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 44 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Curriculum Histories in Place, in Person, in Practice
This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field’s existence.Divided into seven parts, the authors illuminate seven practices which have sustained the scholarship, graduate programs, mentorship, and networking that have been critical to maintaining a web…
Handbook of Critical Race Theory in Education
The above statement was taken from Hilliard’s (2003) chapter “No Mystery: Closing the Achievement Gap” in Young, Gifted and Black. We open with this quote because Hilliard’s problematizing the societal narrative concerning the “achievement gap” between blacks and whites draws attention to the way that racism functions in a conspicuous manner by, on the one hand, differentiating between whites’ and non-whites’ cognitive ability through a supposed …
Cultural Aesthetics and Teacher Improvisation
This research documents and analyzes the nature and content of the knowledge that enables professors to foster learning for Black students. Specifically, it suggests that knowledge of the discourses of a students’ community of origin, discourses often based on collective experience, are a valuable resource to professors in their efforts to promote educational equity. Data were drawn from interviews, observations, focus groups, and follow-up inter…
Voice in Qualitative Inquiry
Voice in Qualitative Inquiry is a critical response to conventional, interpretive, and critical conceptions of voice in qualitative inquiry. A select group of contributors focus collectively on the question, What does it mean to work the limits of voice? from theoretical, methodological, and interpretative positions, and the result is an innovative challenge to traditional notions of voice. The thought-provoking book will shift qualitative inquir…
Professor as Embodied Racial Signifier
Voice in Qualitative Inquiry
Voice in Qualitative Inquiry is a critical response to conventional, interpretive, and critical conceptions of voice in qualitative inquiry. A select group of contributors focus collectively on the question, What does it mean to work the limits of voice? from theoretical, methodological, and interpretative positions, and the result is an innovative challenge to traditional notions of voice. The thought-provoking book will shift qualitative inquir…
Professor as Embodied Racial Signifier
Cultural Aesthetics and Teacher Improvisation
This research documents and analyzes the nature and content of the knowledge that enables professors to foster learning for Black students. Specifically, it suggests that knowledge of the discourses of a students’ community of origin, discourses often based on collective experience, are a valuable resource to professors in their efforts to promote educational equity. Data were drawn from interviews, observations, focus groups, and follow-up inter…
Professor as Embodied Racial Signifier
Voice in Qualitative Inquiry
Voice in Qualitative Inquiry is a critical response to conventional, interpretive, and critical conceptions of voice in qualitative inquiry. A select group of contributors focus collectively on the question, What does it mean to work the limits of voice? from theoretical, methodological, and interpretative positions, and the result is an innovative challenge to traditional notions of voice. The thought-provoking book will shift qualitative inquir…
Cultural Aesthetics and Teacher Improvisation
This research documents and analyzes the nature and content of the knowledge that enables professors to foster learning for Black students. Specifically, it suggests that knowledge of the discourses of a students’ community of origin, discourses often based on collective experience, are a valuable resource to professors in their efforts to promote educational equity. Data were drawn from interviews, observations, focus groups, and follow-up inter…
Handbook of Critical Race Theory in Education
The above statement was taken from Hilliard’s (2003) chapter “No Mystery: Closing the Achievement Gap” in Young, Gifted and Black. We open with this quote because Hilliard’s problematizing the societal narrative concerning the “achievement gap” between blacks and whites draws attention to the way that racism functions in a conspicuous manner by, on the one hand, differentiating between whites’ and non-whites’ cognitive ability through a supposed …
Curriculum Histories in Place, in Person, in Practice
This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field’s existence.Divided into seven parts, the authors illuminate seven practices which have sustained the scholarship, graduate programs, mentorship, and networking that have been critical to maintaining a web…
Sociology (4 works) · Critical Race Theory in Education (3 works) · Communication in Education and Healthcare (2 works) · Educator Training and Historical Pedagogy (2 works) · Gender Studies (2 works) · Pedagogy (2 works) · Philosophy (2 works) · Political science (2 works) · Psychology (2 works) · Aesthetics (1 work)