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Sometimes Leaving Means Staying: Race and White Teachers’ Emotional Investments


by Zeus Leonardo & Blanca Gamez-Djokic - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 13, 2019, p. -
https://www.tcrecord.org ID Number: 22986, Date Accessed: 8/15/2020 12:17:15 PM
 
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About the Author
  • Zeus Leonardo
    University of California, Berkeley
    E-mail Author
    ZEUS LEONARDO is Professor and Associate Dean of Education and Faculty of the Critical Theory Designated Emphasis at the University of California, Berkeley. He is an AERA Fellow and Vice President of AERA’s Division G (2017–2020). He was co-editor of the Review of Educational Research (2011–2014) and has been on the editorial board of many journals, including Educational Researcher and AERJ, as well as being Associate Editor for North America of Race Ethnicity & Education. He has been a visiting professor at several universities, including the University of Colorado and the University of Washington, where he was acting director of the Center for Multicultural Education in 2005. Leonardo has authored or edited eight books, including Race Frameworks, and several dozen journal articles and book chapters that involve critical engagement with race and class stratification in education, democratic schooling, and diversity in multiple forms, including epistemological and ideological difference. He has received several recognitions, including the AESA R. Freeman Butts endowed lecture, the Barbara Powell Speaker Series lecture at the University of Regina, Canada, and the Derrick Bell Legacy Award from the Critical Race Studies in Education Association. In addition to invitations in the United States, he has accepted keynotes in England, Sweden, Canada, and Australia. He is finishing a book titled Edward Said and Education, which will appear in the Key Ideas Book Series from Routledge.
  • Blanca Gamez-Djokic
    University of California, Berkeley
    E-mail Author
    BLANCA GAMEZ-DJOKIC is a doctoral candidate in the Social and Cultural Studies Program at the Graduate School of Education at the University of California, Berkeley. Her research interests include the role that historical, social, and cultural factors play in the way emotions circulate in schools and how students leverage emotions to understand the processes of racial formation.
 
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