Found 123 results
[ Keyword(Desc)]
Simpson, R. (2006).  Masculinity and management education: Feminizing the MBA. Academy of Management Learning & Education. 5(2), 182-193.
Schultz, J. L., & Higbee J. L. (2011).  Implementing integrated multicultural instructional design in management education. American Journal of Business Education . 4(12), 
Petocz, P., Reid A., & Taylor P. (2009).  Thinking outside the square: Business students' conceptions of creativity. Creativity Research Journal. 21(4), 
Elias, J., & Beasle C. (2009).  Hegemonic Masculinity and Globalization: ‘Transnational Business Masculinities’ and Beyond.. Globalizations. 6(2), 
Bentley-Williams, R., & Morgan J. (2013).  Inclusive education: Pre-service teachers’ reflexive learning on diversity and their challenging role. Asian-Pacific Journal of Teacher Education. 41(2), 12.
Booth, T. (2011).  The name of the rose: Inclusive values into action in teacher education. Prospects. 41(3), 15.
Allan, J. (2010).  The inclusive teacher educator: Spaces for civic engagement. Discourse: Studies in the Cultural Politics of Education. 31(4), 11.
Pearce, S. (2012).  Confronting dominant whiteness in the primary classroom: Progressive student teachers’ dilemmas and constraints. Oxford Review of Education. 38(4), 17.
Hill-Jackson, V. (2007).  Wrestling whiteness: Three stages of shifting multicultural perspectives among white pre-service teachers. Multicultural Perspectives. 9(2), 6.
Gorski, P. C. (2009).  Cognitive dissonance as a strategy in social justice teaching. Multicultural Education. 17(1), 3.
McDonald, M. A. (2008).  The pedagogy of assignments in social justice teacher education. Equity and Excellence in Education. 41(2), 16.
Applebaum, B. (2003).  Social justice, democratic education and the silencing of words that wound. Journal of Moral Education. 32(2), 13.
Whitehead, K. (2007).  Addressing social difference with prospective teachers who want “to make a difference”. Asian-Pacific Journal of Teacher Education. 35(4), 18.
Keesing-Styles, L. (2006).  Education for social justice in an uncertain world. International Journal of Learning. 13(2), 6.
Baily, S., & Katradis M. (2016).  “Pretty much fear!!” rationalizing teacher (dis)engagement in social justice education . Equity & Excellence in Education . 49(2), 13.
Schmidt, S. J., Chang S., Carolan-Silva A., Lockhart J., & Anagnostopoulos D. (2012).  Recognition, responsibility, and risk: Pre-service teachers' framing and reframing of lesbian, gay, and bisexual social justice issues. Teaching & Teacher Education . 28(8), 10.
Walgenbach, K., & Reher F. (2016).  Reflecting on privileges: Defensive strategies of privileged individuals in anti-oppressive education . Review of Education, Pedagogy & Cultural Studies. 38(2), 22.
Flintoff, A., Dowling F., & Fitzgerald H. (2015).  Working through whiteness , race and (anti) racism in physical education teacher education . Physical Education & Sport Pedagogy. 20(5), 12.
Lensmire, T. J., McManimon S. K., Tierney J. D., Lee-Nichols M. E., Casey Z. A., Lensmire A., et al. (2013).  McIntosh as synecdoche: How teacher education's focus on white privilege undermines antiracism . Harvard Educational Review. 83(3), 22.
Liberal Arts
Levine, D. N. (2006).  Powers of the mind: The reinvention of liberal learning in america. 256.
Seifert, T. A., Goodman K. M., Lindsay N., Jorgensen J. D., Wolniak G. C., Pascarella E. T., et al. (2008).  The effects of liberal arts experiences on liberal arts outcomes. Research in Higher Education. 49(2), 19.
Daly, W. T. (1992).  The academy, the economy, and the liberal arts. Academe. 78(4), 2 .
Richardson, T. (2011).  Navigating the problem of inclusion as enclosure in native culture-based education: Theorizing shadow curriculum . Curriculum Inquiry. 41(3), 18.
Schnell, J., & Dates J. (1996).  Promoting a more inclusive communication curriculum using inter-university faculty collaboration as a model . The Communication Review. 1(3), 6.
Barraclough, L., & McMahon M. R. (2013).  U.S.-Mexico border studies online collaboration: Transformative learning across power and privilege. Equity & Excellence in Education. 46(2), 16.