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Understanding Practice and Intersectionality in Teacher Education in the Age of Diversity and Inequality


by Alfredo J. Artiles - 2019

The commentary highlights the main ideas of the special issue and outlines the potential contributions of intersectionality to the study of practices in teacher education.


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This commentary is part of the upcoming June special issue of Teachers College Record on “Transforming University-Based Teacher Education," edited by Mariana Souto-Manning and Thomas Philip.


Cite This Article as: Teachers College Record Volume 121 Number 6, 2019, p. 1-6
https://www.tcrecord.org ID Number: 22682, Date Accessed: 12/7/2019 9:16:28 AM

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About the Author
  • Alfredo Artiles
    Arizona State University
    E-mail Author
    ALFREDO J. ARTILES is the Ryan C. Harris Professor of Special Education and Dean of the Graduate College at Arizona State University. His interdisciplinary scholarship focuses on educational opportunities and inequities related to disability intersections with other markers of difference. Dr. Artiles directs the Equity Alliance and edits the Teachers College Press book series “Disability, Culture, & Equity.” He is a member of the National Academy of Education, an AERA Fellow, and a former Spencer Foundation/ National Academy of Education Postdoctoral Fellow. Dr. Artiles served on the White House Advisory Commission on Educational Excellence for Hispanics (2011–2017).
 
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