LEADER 00943nam0-2200325---450- 001 990008394970403321 005 20061030110516.0 010 $a88-06-16671-9 035 $a000839497 035 $aFED01000839497 035 $a(Aleph)000839497FED01 035 $a000839497 100 $a20061009d2003----km-y0itay50------ba 101 0 $aita 102 $aIT 200 1 $a<>guerra dopo la guerra$esoldati, burocrati e mercenari nell'epoca della pace virtuale$fFabio Mini 210 $aTorino$cEinaudi$d2003 215 $a294 p.$d21 cm. 225 1 $a<>struzzi$v571 610 0 $aGuerre - 1990-2002 610 0 $aRelazioni internazionali - 1990-2002 676 $a327.09049$v21 700 1$aMini,$bFabio$0313493 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008394970403321 952 $aCollez. 172 (571)$b42515$fFSPBC 959 $aFSPBC 996 $aGuerra dopo la guerra$9725536 997 $aUNINA LEADER 03020nam 2200661 a 450 001 9910954597103321 005 20251117080508.0 010 $a1-00-344870-4 010 $a1-000-97657-2 010 $a1-003-44870-4 010 $a1-57922-597-7 035 $a(CKB)2670000000160213 035 $a(EBL)911884 035 $a(OCoLC)787851503 035 $a(SSID)ssj0000659557 035 $a(PQKBManifestationID)12253128 035 $a(PQKBTitleCode)TC0000659557 035 $a(PQKBWorkID)10697305 035 $a(PQKB)11665795 035 $a(Au-PeEL)EBL911884 035 $a(CaPaEBR)ebr10545751 035 $a(MiAaPQ)EBC911884 035 $a(EXLCZ)992670000000160213 100 $a20101029d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aWhite teachers / diverse classrooms $ecreating inclusive schools, building on students' diversity, and providing true educational equity /$fedited by Julie G. Landsman and Chance W. Lewis 205 $a2nd ed. 210 $aSterling, Va. $cStylus Pub.$d2011 215 $a1 online resource (378 p.) 300 $aDescription based upon print version of record. 311 08$a1-57922-595-0 320 $aIncludes bibliographical references and index. 327 $apt. 1. Foundations of our work : recognizing power, privilege, and perspectives -- pt. 2. Culturally relevant teachers : foundations and personal engagement -- pt. 3. Knowing who is in the classroom : how white teachers can ensure all children achieve -- pt. 4. Creating classrooms for equity, activism, and social justice. 330 $aThe point of departure for this new edition, as it was for the first, is the unacceptable reality that, for students of color, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. This second edition has been considerably expanded with chapters that illuminate the Asian American, Native American, and Latina/o experience, including that of undocumented students, in our schools. These chapters offer insights into the concerns and issues students 606 $aMulticultural education$zUnited States 606 $aMinorities$xEducation$zUnited States 606 $aRace awareness$xStudy and teaching$zUnited States 606 $aTeachers, White$zUnited States 606 $aMulticulturalism$zUnited States 615 0$aMulticultural education 615 0$aMinorities$xEducation 615 0$aRace awareness$xStudy and teaching 615 0$aTeachers, White 615 0$aMulticulturalism 676 $a370.1170973 701 $aLandsman$b Julie$01879555 701 $aLewis$b Chance W$g(Chance Wayne),$f1972-$01129312 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910954597103321 996 $aWhite teachers$94492845 997 $aUNINA