Oppression and Resistance in Southern Higher and Adult Education: Mississippi and the Dynamics of Equity and Social Justice (2017) by Kamden K. Strunk, Leslie Ann Locke, Georgianna L. Martin
Notice bibliographique
Résumé
Oppression and Resistance in Southern Higher and Adult Education: Mississippi and the Dynamics of Equity and Social Justice, by Strunk, Locke, and Martin, provides a critical examination of the historical development and current state of adult and higher education in Mississippi using the narratives of oppression and resistance to raise awareness of educational strategies that promote social justice and equity.A significant portion of the book focuses on historical and contemporary resistance to oppression, including strategies used in Mississippi that may be transferable to other contexts.The volume is part of the Palgrave Studies in Global Citizenship Education and Democracy, a series engaging with the many capacities of adult and higher education to positively engender citizenship, human rights, and democracy.While Strunk, Locke, and Martin self-identify as scholar-activists with a shared passion for social justice, they bring a diversity of expertise and emerging research perspectives in education.Critical readers, especially graduate students and new faculty, may find inspiration in the authors' shared experience responding to growing student interest in critical education at the University of Southern Mississippi and the institutional pushback that acted as a springboard for their academic careers.Each author shares their positionality, which helps to contextualize the research's theoretical and methodological underpinnings.The book is organized into two sections.Part 1, which includes Chapters 1-3, provides a critical analysis of the historical significance and long-reaching consequences of pervasive oppression in Mississippi's formal and informal education based on race, ethnicity, income, gender, and sexual orientation.Chapter 1 provides a cogent summary of the contemporary and historical analysis that follows, as well as an insightful sharing of each author's positionality.In Chapter 2, the authors examine the physical manifestations of contemporary oppression in Mississippi's educational system.They provide statistical analyses that support the view that the current state of segregated K-12 schools and differences in educational experience and quality for Black students can only be accounted for by understanding injustice as deliberate and systemic.Besides documenting race and class inequalities, the chapter also examines contemporary forms of oppression based on gender, gender identity, and sexual orientation.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,004 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».