Papers by Rebecca Ropers-Huilman
Page 54. Chapter 5 Imagining intersectionality and the spaces in between Theories and processes o... more Page 54. Chapter 5 Imagining intersectionality and the spaces in between Theories and processes of socially transformative knowing Rebecca Ropers-Huilman and Kelly T. Winters Introduction Many of our colleagues have ...
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Routledge eBooks, Oct 7, 2009
... Iverson, Susan Van Deventer. ... Contents List of Contributors vii Foreword xi JUDITH GLAZER-... more ... Iverson, Susan Van Deventer. ... Contents List of Contributors vii Foreword xi JUDITH GLAZER-RAYMO Acknowledgments xix 1 Introduction 1 ELIZABETH J. ALLAN, SUSAN V. IVERSON, and REBECCA ROPERS-HUILMAN 2 Feminist Poststructuralism Meets Policy Analysis: ...
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The Review of Higher Education, 2009
In “The Education of Immigrant Students in a Globalized World,” Marie McAndrew argues that, when ... more In “The Education of Immigrant Students in a Globalized World,” Marie McAndrew argues that, when differences between a host and immigrant culture surface, respect and acknowledgment of those differences might be more useful in achieving goals of socialization and integration in the long term. This argument is further explored by Eugeen Roosens who posits that schools in diverse, immigrant societies must do a better job of helping students develop more advanced intercultural skills. An interesting aspect of Learning in the Global Era is how many of the authors brought an added connective thread to the book by calling on Stockholm’s Tensta Gymnasium in their various chapters. Tensta is a school that serves a high immigrant population, and attendees at the previously mentioned First International Conference on Globalization and Learning visited the school as part of the conference program. Suárez-Orozco and Sattin explain the relevance of the school visit: “A working visit to a local school would allow us . . . a window into the concrete realities of globalization and education that we were to discuss in more abstract scholarly exchanges” (p. 13). By applying their empirical and theoretical work to the example of the Stockholm school, several of the authors helped to unify a rather diverse collection of globalization and education themes. Although the book’s primary focus is learning in the context of schools (K–12), it nonetheless poses many interesting and relevant points for scholars and practitioners in postsecondary education.
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Routledge eBooks, Jun 22, 2023
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Education Review, 2009
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The Journal of Higher Education, 2012
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College Teaching, 1999
Trying to promote social justice challenges us educators to search for and overcome the complex e... more Trying to promote social justice challenges us educators to search for and overcome the complex ef fects that oppressive systems can have on teaching and learning. Because con cerned educators necessarily pay atten tion to injustice, they quickly realize that oppressions are interlocking, inherently connected, and are continuously altering each other's effects. Two incidents in classes I have recent ly taught illuminate the nature of, and possibilities for, practices that promote social justice in college classrooms. I teach in the Department of Educa tional Leadership, Research, and Coun seling at Louisiana State University. The students I work with most closely are preparing to be leaders in higher educa tion settings. For the most part, they are currently higher education administra tors, or hope to be in the future. Some have counseling, business, or nursing backgrounds; others have experience in K-12 settings. The majority of the students come from the Louisiana-Mississippi region. Many have lived there for their entire lives and are not preparing for a national or international job search after complet ing their degrees, although there are notable exceptions. Instead, they want to
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SUNY Press, 2003
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Higher Education: Handbook of Theory and Research, 2018
Diversity is a concept that is understood and enacted in various ways throughout higher education... more Diversity is a concept that is understood and enacted in various ways throughout higher education. Despite past and current efforts to increase diversity using logics rooted in equity, economic imperatives, and cultural responsiveness, data on diverse student admissions, persistence and graduation suggests that the intention to increase diversity to a level reflective of diverse student demographic rates has not yet been accomplished (Pippert D, Essenburg L, Matchet E, J Mark High Edu 23(2):258–282, 2013; Smith DG, Diversity’s promise for higher education: making it work. John Hopkins University Press, Baltimore, 2015; Smith M, Ota A, J Coll Admiss 218:16–21, 2013). This chapter focuses on the call to increase diversity in U.S. higher education, and critically analyzes how diversity is understood, operationalized and enacted in institutional efforts to advance diversity among students.
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Catholic women's college students ' constructions of identity: influence of faculty and... more Catholic women's college students ' constructions of identity: influence of faculty and staff on students ' personal and professional self-understanding
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Papers by Rebecca Ropers-Huilman