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oai:www.ideals.illinois.edu:2142/79657 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Garcia, Georgia E. Chubbuck, Sharon Marie 2015-09-25T19:52:49Z 2015-09-25T19:52:49Z 10000-01-01 2002 2002 This research informs the extant literature on belief change concerning race among White European American pre- and in-service teachers, as well as literacy instructional practice recommended for students of color. Implications for future research are posited on anti-racist teacher education programs and professional development, effective literacy instruction for students of color, the rearticulation of Whiteness from a racist to an anti-racist stance, and a more complex exploration of the intersection of psychological and sociological factors in belief change around issues of race. Made available in DSpace on 2015-09-25T19:52:49Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3044073.pdf: 21373676 bytes, checksum: e0cba7066a775d0ba0ea0cb1680ba67a (MD5) Previous issue date: 2002 Embargo set by: Seth Robbins for item 80939 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 422 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002. http://hdl.handle.net/2142/79657 (MiAaPQ)AAI3044073 eng Sociology, Ethnic and Racial Studies Rejecting White Racist Ideology: Holistic, Psychological, and Sociological Factors Operating in the Life and Practice of Two White European American Literacy Teachers text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.