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A Multivoiced Response to the Call for an Equity-Based Framework


by Yolanda J. Majors & Sana Ansari — 2006

In an attempt to enact the stated college mission, this approach encourages future teachers to confront their own cultural spaces as sites of ideological development and, more importantly, their privileged positions. Using culture and language as a starting point to discuss literacy and learning was met with a marked lack of engagement, and as a result, the university classroom had become a site of conflict, resistance, and silence. Inherent in this conflict is a collision of ideologies, which brings to bear the problems and inconsistencies of instilling a transformative framework to future urban educators. Now, in the stillness interrupted by Eddie’s whistles, I have come to the page where I may perhaps disentangle the impact.


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This article originally appeared as NSSE Yearbook Vol 105. No. 2.


Cite This Article as: Teachers College Record Volume 108 Number 14, 2006, p. 190-210
http://www.tcrecord.org ID Number: 18605, Date Accessed: 10/23/2017 4:11:24 AM

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About the Author
  • Yolanda Majors
    University of Illinois at Chicago
    E-mail Author
    YOLANDA MAJORS is an Assistant Professor of Curriculum and Instruction at the University of Illinois at Chicago.
  • Sana Ansari
    University of Illinois at Chicago
    E-mail Author
    SANA ANSARI is a graduate student in Curriculum and Instruction at the University of Illinois at Chicago.
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