Working an Academically Rigorous, Multicultural Program

Bob Hughes; Elizabeth Meador; Patricia A. Whang; Linda Rogers; Ka-ni Blackwell; Peggy Laughlin; Claudia Peralta-Nash

Working an Academically Rigorous, Multicultural Program

Bob Hughes, Elizabeth Meador, Patricia A. Whang, Linda Rogers, Ka-ni Blackwell, Peggy Laughlin, Claudia Peralta-Nash

Teaching, Learning, and Community Engagement (TLCE)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

It is too often the case that programs disrupting the status quo have short lives and are then forgotten. As higher education faculty members who collaborated on curriculum development and teaching, we write so that our work is not forgotten, but rather chronicles what is possible. We consider our work in an academically rigorous, post-credential master's degree program that is framed by theoretical perspectives about the relationship between education and society, the political and ethical nature of teaching, and research on transforming higher education.

Original language	American English
Title of host publication	Power, Teaching, and Teacher Education
Editors	Christine Sleeter
Place of Publication	New York, NY
Pages	98-113
Number of pages	15
State	Published - 2013

EGS Disciplines

Education

Cite this

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abstract = " It is too often the case that programs disrupting the status quo have short lives and are then forgotten. As higher education faculty members who collaborated on curriculum development and teaching, we write so that our work is not forgotten, but rather chronicles what is possible. We consider our work in an academically rigorous, post-credential master's degree program that is framed by theoretical perspectives about the relationship between education and society, the political and ethical nature of teaching, and research on transforming higher education.",

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AU - Hughes, Bob

AU - Meador, Elizabeth

AU - Whang, Patricia A.

AU - Rogers, Linda

AU - Blackwell, Ka-ni

AU - Laughlin, Peggy

AU - Peralta-Nash, Claudia

PY - 2013

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N2 - It is too often the case that programs disrupting the status quo have short lives and are then forgotten. As higher education faculty members who collaborated on curriculum development and teaching, we write so that our work is not forgotten, but rather chronicles what is possible. We consider our work in an academically rigorous, post-credential master's degree program that is framed by theoretical perspectives about the relationship between education and society, the political and ethical nature of teaching, and research on transforming higher education.

AB - It is too often the case that programs disrupting the status quo have short lives and are then forgotten. As higher education faculty members who collaborated on curriculum development and teaching, we write so that our work is not forgotten, but rather chronicles what is possible. We consider our work in an academically rigorous, post-credential master's degree program that is framed by theoretical perspectives about the relationship between education and society, the political and ethical nature of teaching, and research on transforming higher education.

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M3 - Chapter

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BT - Power, Teaching, and Teacher Education

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ER -

Working an Academically Rigorous, Multicultural Program

Abstract

EGS Disciplines

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