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Teaching Education Volume 29, 2018 - Issue 4: What is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers
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Article

Exploring teachers’ beliefs and feelings about race and police violence

Adam AlvarezDepartment of Language, Literacy and Sociocultural Education, Rowan University, Glassboro, NJ, USACorrespondence[email protected]
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H. Richard Milner IVDepartment of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN, USAView further author information
Pages 383-394 | Received 13 Jul 2017, Accepted 28 Jul 2018, Published online: 01 Feb 2019

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Kamilah B. Legette, Amy G. Halberstadt & Colleen Cassidy. (2023) Reducing racialized opportunity gaps through teachers’ anti-racism social-emotional competency training and education. Theory Into Practice 62:4, pages 366-379.
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Adam Alvarez & Daniel Tulino. (2023) Racial conflict, violence and trauma: why race dialogues are critical to healing. International Journal of Qualitative Studies in Education 36:8, pages 1487-1495.
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Nikhaela Wicks. (2023) Why Is My Criminology Curriculum Still so White? “Race” and Racism as “Blind Spots” in UK Criminology Teaching and Student Recommendations for the Future. Journal of Criminal Justice Education 0:0, pages 1-17.
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Lindsay Joseph Wexler. (2021) Learning about Social Justice through Literature Circles. Action in Teacher Education 43:4, pages 464-478.
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James C. Jupp, Theodorea Regina Berry, Amanda Morales & Ann Mogush Mason. (2018) What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences. Teaching Education 29:4, pages 305-317.
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James C. Jupp, Ann Mogush Mason, Theodorea Regina Berry & Amanda Morales. (2018) Special issue of TEJ: what is to be done with curriculum and educational foundations’ critical knowledges? New qualitative research on conscientizing preservice and in-service teachers. Teaching Education 29:4, pages 301-304.
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