Literaturnachweis - Detailanzeige
| Autor/in | Minton, Stephen James |
|---|---|
| Titel | A Response to Dr. Louise Taylor's 'Seeking Equality of Educational Outcomes for Black Students: A Personal Account' |
| Quelle | In: Psychology of Education Review, 45 (2021) 2, S.30-33 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1463-9807 |
| Schlagwörter | Equal Education; Outcomes of Education; African American Students; Dialogs (Language); Interpersonal Communication; Social Change; Politics of Education; Power Structure |
| Abstract | On reading Dr. Louise Taylor's contribution, Stephen James Minton found himself in agreement with her far more often than he was in disagreement. However, despite the messages that society might pick up from the toxic system of political 'representation', or the tendency shared by many social media users to argue about the things that matter with the people who do not, he thinks it is also important that he feels that the idea that dialogue is necessarily adversarial is nonsense. In his view, dialogue should be about achieving improved understandings. [For "Seeking Equality of Educational Outcomes for Black Students: A Personal Account," see EJ1316951.] (ERIC). |
| Anmerkungen | British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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