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R.A.C.E. Mentoring Through Social Media


reviewed by Angelina E. Castagno & Ijeoma Ononuju — December 19, 2017

coverTitle: R.A.C.E. Mentoring Through Social Media
Author(s): Donna Y. Ford,‎ Michelle Trotman Scott,‎ Ramon B. Goings,‎ Tuwana T. Wingfield,‎ & Malik S. Henfield (Eds.)
Publisher: Information Age Publishing, Charlotte
ISBN: B01MS4KKCP, Pages: 322, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: December 19, 2017
http://www.tcrecord.org ID Number: 22214, Date Accessed: 10/15/2018 5:35:52 PM

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About the Author
  • Angelina Castagno
    Northern Arizona University
    E-mail Author
    ANGELINA E. CASTAGNO, PhD, is an Associate Professor of Educational Leadership and Foundations at Northern Arizona University. Her teaching and research centers on equity and diversity in U.S. schools, and particularly issues of whiteness and Indigenous education. Her work draws on Critical Race Theories, including Tribal Critical Race Theory and critical whiteness studies. Her most recent publication is an edited volume (with Teresa L. McCarty) called The anthropology of education policy: Ethnographic inquiries into policy as sociocultural process, with Routledge. She also published Educated in Whiteness: Good intentions and diversity in schools in 2014, with the University of Minnesota Press.
  • Ijeoma Ononuju
    Northern Arizona University
    E-mail Author
    IJEOMA ONONUJU, PhD, is a Clinical Assistant Professor at Northern Arizona University in the Department of Educational Leadership. A recent graduate of the University of California—Davis, his research examines the pathways and leadership practices of indigenous & community-based educational leaders, and especially Black male school leaders. Current publications in the International Journal of Leadership in Education, Journal of School Violence, and Journal of Urban Learning, Teaching, and Research discuss the value of working and leading in the community from which one was raised, as well as theorizing about the application of an ethic of grace for educational leaders as a process of engaging students in a more authentic way.
 
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