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oai:www.ideals.illinois.edu:2142/80062 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Trent, William T. Land, Roderic 2015-09-25T19:55:08Z 2015-09-25T19:55:08Z 10000-01-01 2007 2007 "Wounded (Soul)diers in the Classroom: A Study of the Black Teaching Assistant in a Predominantly White Classroom explores multiple and varied issues leading to and manifesting themselves in the African-American experiences of teaching in a predominantly White context. Through in-depth phenomenological interviews, this study examines the critical nature of race, its implications and influences, which shape the experiences of Black TAs. Under the guise of Critical Race Theory (CRT) this study uses narrative to shed light on the ""active struggle"" and discourse of the varied affects (i.e. psychological, emotional, spiritual, and occupational, etc.) of engaging and enduring conflicts in racialized classrooms. Furthermore, attempting to address CRTs 6th element as noted by Matsuda et al. (1993) of working toward the end of racial oppression by engaging in reflection and action to effectuate change, this study draws on the active struggles of the respondents to either better or simply get through their TA experiences." Made available in DSpace on 2015-09-25T19:55:08Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3337837.pdf: 3163721 bytes, checksum: aa922ca8b95936560f70432460c5a5b5 (MD5) Previous issue date: 2007 Embargo set by: Seth Robbins for item 81344 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 125 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. http://hdl.handle.net/2142/80062 (MiAaPQ)AAI3337837 eng Education, Bilingual and Multicultural Wounded (Soul)diers in the Classroom: A Study of Black TAs in a Predominantly White Classroom text Educational Policy Studies Educational Policy Studies University of Illinois at Urbana-Champaign Dissertation Ph.D.