Culturally sustaining pedagogies in education
Bibliographic Data
| ID | 4906865 |
|---|---|
| Authors | Amy Seely Flint (0000-0002-2184-278X, Guest Editors), Tasha Tropp Laman (0000-0001-8287-2707, Guest Editors), Tambra O Jackson (0000-0002-4940-3316, Guest Editors) |
| Year | 2021 |
| Volume | 60 |
| Issue | 3 |
| Pages | 227-230 |
| Publication date | 2021-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2021.1911580 |
| OpenAlex | W3143061262 |
| Language | EN |
| Citations received | 2 |
| References cited | 2 |
In our original proposal, we wanted to challenge the Eurocentric and “pedagogical dominance of whiteness “(Baines et al., 2018) in curriculum, instruction and teacher education. We cited the stark
Mathematics education · Pedagogy · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |