Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Executive Summary

Creating Counter-Spaces of Resistance and Sanctuaries of Learning and Teaching: An Analysis of Freedom University


by Susana Muñoz, Michelle M. Espino & René Antrop-González — 2014


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Creating Counter-Spaces of Resistance and Sanctuaries of Learning and Teaching: An Analysis of Freedom University
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 116 Number 7, 2014, p. 1-32
http://www.tcrecord.org ID Number: 17493, Date Accessed: 12/10/2017 9:16:48 PM
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Susana Muñoz
    University of Wisconsin
    E-mail Author
    SUSANA MUÑOZ, PhD, is an Assistant Professor of Higher Education at the University of Wisconsin-Milwaukee in the Administrative Leadership department. Her scholarly interests center on the experiences of underrepresented populations in higher education. Specifically, she focuses her research on issues of access, identity, and college persistence for undocumented Latina/o students, while employing perspectives such as Latino critical race theory, Chicana feminist epistemology, and college persistence theory to identify and deconstruct issues of power and inequities as experienced by these populations.
  • Michelle Espino
    University of Maryland
    E-mail Author
    MICHELLE M. ESPINO, PhD, is an Assistant Professor of Higher Education, Student Affairs, and International Education Policy program at the University of Maryland, College Park. Her research centers on understanding community contexts and institutional responses associated with educational achievement and outcomes along the academic life course for racial/ethnic minorities, with particular focus on the experiences of Latina/o students, college administrators, and faculty.
  • René Antrop-González
    Dalton State College
    E-mail Author
    RENÉ ANTROP-GONZÁLEZ, PhD, is Professor and Goizueta Foundation Chair in Education in the School of Education at Dalton State College in Dalton, Georgia. His scholarly interests revolve around the schooling experiences of rural and urban students of color, particularly Latin@ students at the secondary level. Specifically, he focuses on high achieving Latin@ students and the factors they attribute to their academic success in an attempt to turn the page on deficit-centered discourses on Latin@ pushouts.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS