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Negotiating Cross-Class Identities While Living a Curriculum of Moral Education


by Ramona Maile Cutri, Jill Manning & Cecilia Santiago Weight - 2012


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Cite This Article as: Teachers College Record Volume 114 Number 10, 2012, p. 1-36
https://www.tcrecord.org ID Number: 16675, Date Accessed: 2/27/2020 4:11:47 PM
 
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About the Author
  • Ramona Cutri
    Brigham Young University
    E-mail Author
    RAMONA CUTRI, Ph.D., is an assistant professor at Brigham Young University in the Teacher Education Department. Her research interests include preparing teacher candidates to take up the moral complexities of working with diverse students. Some of her recent publications include: Cutri, R. M., Manning, J. M., & Chun, M. (in press). Poverty PhDs: Funds of knowledge, poverty, and professional identity in academia. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices; and Cutri, R. M. (2011). Storied ways of approaching diversity: Reconceptualizing a blended learning environment in a multicultural teacher education course. In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative Inquiries Into Teacher Education (Emerald, 2011).
  • Jill Manning
    Los Angeles Unified School District
    E-mail Author
    JILL MANNING, Ed.D., is a Title I/bilingual coordinator in the Los Angeles Unified School District. Her research interests include the effects of poverty on students' access to and interest in education and how class issues affect access to education, English learners, and governance of low-performing schools. One of her recent publications is Cutri, R. M., Manning, J. M., & Chun, M. (in press). Poverty PhDs: Funds of knowledge, poverty, and professional identity in academia. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices.
  • Cecilia Weight

    E-mail Author
    CECILIA SANTIAGO WEIGHT, M.S.W., is a full-time mom, adjunct professor, and high school basketball coach. Her research interests include nondominant culture issues in education.
 
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