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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

The Southern mind and the savage ideal: deconstructing identities of place in the Cracker State

Westry WhitakerCollege of Education, University of North Georgia, Dahlonega, GA, USACorrespondence[email protected]
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,
Sheri C. HardeeCollege of Education, University of North Georgia, Dahlonega, GA, USAView further author information
,
Lauren C. JohnsonCollege of Education, University of North Georgia, Dahlonega, GA, USAView further author information
&
Kelly L. McFadenCollege of Education, University of North Georgia, Dahlonega, GA, USAView further author information
Pages 407-420 | Received 15 Jul 2017, Accepted 28 Jul 2018, Published online: 01 Feb 2019

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Leslie Ann Locke, Jada Phelps-Moultrie & Matthew J. Stier. (2023) “Why do you want to bring that stuff up again?” Lessons learned from one school’s race-conscious education programming. International Journal of Leadership in Education 0:0, pages 1-28.
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Elsa Camargo, Delma Ramos, Cathryn B. Bennett, Destiny Z. Talley, Terry Chavis & Brandi Kennedy. (2023) Making the Nuevo South home: Latinx college students’ forms of resistance to Southern epistemology. Journal of Latinos and Education 0:0, pages 1-17.
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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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