Name: Amplified Voices, Intersecting Identities: Volume 2: First-Gen PhDs Navigating Institutional Power in Early Academic Careers (en Inglés)
Price: 158852.00 COP
Availability: InStock
Author: Van Galen, Jane A. ; Sablan, Jaye
ISBN: 9789004414723

portada Amplified Voices, Intersecting Identities: Volume 2: First-Gen PhDs Navigating Institutional Power in Early Academic Careers (en Inglés)

Amplified Voices, Intersecting Identities: Volume 2: First-Gen PhDs Navigating Institutional Power in Early Academic Careers (en Inglés)

Formato

Libro Físico

Editorial

Brill

Autor

Van Galen, Jane A. ; Sablan, Jaye

Idioma

Inglés

N° páginas

202

Encuadernación

Tapa Blanda

ISBN13

9789004414723

Categorías

Teoría de la decisión: general
Filosofía y teoría de la educación
Estrategias y políticas educativas: inclusión

Amplified Voices, Intersecting Identities: Volume 2: First-Gen PhDs Navigating Institutional Power in Early Academic Careers (en Inglés)

Van Galen, Jane A. ; Sablan, Jaye (Autor) · Brill · Tapa Blanda

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Reseña del libro "Amplified Voices, Intersecting Identities: Volume 2: First-Gen PhDs Navigating Institutional Power in Early Academic Careers (en Inglés)"

The contributors to Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Careers overcame deeply unequal educational systems to become the first in their families to finish college. Now, they are among the 3% of first-generation undergraduate students to go on to graduate school and then become faculty, in spite of structural barriers that worked against them. These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, ability and social class. These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, women, or people with disabilities. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to a research literature and to campus programming that frames their identities around "need", they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service. Contributors are: Veronica R. Barrios, Candis Bond, Beth Buyserie, Noralis Rodríguez Coss, Charise Paulette DeBerry, Janette Diaz, Alfred P. Flores, José García, Cynthia George, Shonda Goward, Luis Javier Pentón Herrera, Nataria T. Joseph, Castagna Lacet, Jennifer M. Longley, Catherine Ma, Esther Díaz Martín, Nadia Yolanda Alverez Mexia, T. Mark Montoya, Miranda Mosier, Michelle Parrinello-Cason, J. Michael Ryan, Adrián Arroyo Pérez, Will Porter, Jaye Sablan, Theresa Stewart-Ambo, Keisha Thompson, Ethan Trinh, Jane A. Van Galen and Wendy Champagnie Williams.