G Patrick Slattery
Biographic Data
| ID | 6007680 |
|---|---|
| NAME | G Patrick Slattery |
| GIVEN NAMES | G Patrick |
| FAMILY NAME | Slattery |
| SIGNATURE | SLATTERY G P |
| AFFILIATIONS | Texas A&M University, College Station, TX, USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 2 |
Becoming Teachers of Inner-City Students
Broadly speaking, this reflection approaches the on-going concern of capacitating an overwhelmingly White teaching profession for effectively teaching inner-city students attending de facto segregated schools. Using professional identifications, this reflection presents narrativized understanding of respondents’ becoming committed teachers of inner-city students through identification creativity driven by alternative masculinity. Respondents’ pro…
Committed White Male Teachers and Identifications
Committed White male teachers of inner-city students seeks to supersede previous research on White teacher and other White identities by narrating respondents’ “creative identifications” and initiating a “second wave” of White identity studies. This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates …
Committed White Male Teachers and Identifications
Committed White male teachers of inner-city students seeks to supersede previous research on White teacher and other White identities by narrating respondents’ “creative identifications” and initiating a “second wave” of White identity studies. This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates …
Becoming Teachers of Inner-City Students
Broadly speaking, this reflection approaches the on-going concern of capacitating an overwhelmingly White teaching profession for effectively teaching inner-city students attending de facto segregated schools. Using professional identifications, this reflection presents narrativized understanding of respondents’ becoming committed teachers of inner-city students through identification creativity driven by alternative masculinity. Respondents’ pro…
Committed White Male Teachers and Identifications
Committed White male teachers of inner-city students seeks to supersede previous research on White teacher and other White identities by narrating respondents’ “creative identifications” and initiating a “second wave” of White identity studies. This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates …
Becoming Teachers of Inner-City Students
Broadly speaking, this reflection approaches the on-going concern of capacitating an overwhelmingly White teaching profession for effectively teaching inner-city students attending de facto segregated schools. Using professional identifications, this reflection presents narrativized understanding of respondents’ becoming committed teachers of inner-city students through identification creativity driven by alternative masculinity. Respondents’ pro…
Aesthetics (2 works) · Critical Race Theory in Education (2 works) · Psychology (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Art (1 work) · Creativity (1 work) · Curriculum (1 work) · Education Methods and Practices (1 work) · Educational Environments and Student Outcomes (1 work)