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Acknowledgments | p. ix |
Introduction: Imagine No Fences, No Borders, No Boundaries | p. 1 |
Theoretical and Historical Contexts Intersections of Race, Class, Gender, and Sexual Orientation | |
Remembering Rosa: Rosa Parks. Multicultural Education. and Dominant Narratives of the Civil Rights Movement in America | p. 15 |
A Space of Their Own: Women Educators in the New South | p. 35 |
Horton Hears a Who: Lessons from the Highlander Folk School in the Era of Globalization | p. 57 |
Willie Lee Buffington and Faith Cabin Libraries: Doing Practical Good in a Disordered World | p. 75 |
Dangerous Minds: Constructing Urban Education Between Hope and Despair | p. 97 |
Queering the Body: The Politics of "Gaydar" | p. 117 |
Methodological and Pedagogical Contexts Curriculum, Culture, Relevance, and Praxis | |
The Impact of Trickster Performances on the Curriculum: Explorations of a White, Female Civil Rights Activist | p. 135 |
Hegemonic Representation: A Critique of the Multiplicity of Dixie | p. 147 |
World Language Other Than English Program (Wloe): Confronting Diversity Through Reading, Writing, and Discussion | p. 165 |
The Cincinnati Freedom Center: Implications for a More Emancipatory Praxis | p. 191 |
Come and Listen to a Story: Understanding the Appalachian Hillbilly in Popular Culture | p. 205 |
Stories of Women of Mixed Heritage: The Importance of Culture | p. 217 |
I Can Relate to This! "Leveling Up": Mathematics Curriculum and Instruction Through Personal Relevance and Meaningful Connections | p. 245 |
Contributors | p. 255 |
Name Index | p. 259 |
Subject Index | p. 267 |
Table of Contents provided by Ingram. All Rights Reserved. |
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