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Examining the Role of Critical Inquiry for Transformative Practices: Two Joint Case Studies of Multicultural Teacher Education


by Louise Jennings & Cynthia Potter Smith - 2002


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Cite This Article as: Teachers College Record Volume 104 Number 3, 2002, p. 456-481
https://www.tcrecord.org ID Number: 10845, Date Accessed: 8/13/2020 12:01:34 AM
 
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About the Author
  • Louise Jennings
    University of South Carolina
    E-mail Author
    LOUISE B. JENNINGS is an assistant professor at the College of Education, University of South Carolina. As a classroom and school ethnographer, she examines the intersections between inquiry, literacy, diversity, and critical democracy that are created through the discourse of learners and teachers. Her recent publications focus on the transformative potential of spoken and written dialogue in classrooms and inquiry as a basis for professional development and continuous school renewal.
  • Cynthia Potter Smith
    Rock Hill District Three Schools
    CYNTHIA POTTER SMITH is a social studies resource teacher for Rock Hill (South Carolina) District Three schools. As a doctoral candidate at the University of South Carolina, she is investigating how inquiry-based instruction and culturally relevant pedagogies can work together in elementary classrooms. Her work was recently published in Social Studies and the Young Learner.
 
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