Navigating a Difficult Journey: Reflections on How a Student-Faculty Partnership Helped Address Racial Tensions in a Social Science Course

Auteurs-es

  • Victoria Reyes University of California, Riverside
  • Kirsten Adams Bryn Mawr College, Class of 2016

DOI :

https://doi.org/10.15173/ijsap.v1i2.3262

Mots-clés :

Partnership, pedagogy

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Bibliographies de l'auteur-e

Victoria Reyes, University of California, Riverside

Assistant Professor, Department of Sociology

Kirsten Adams, Bryn Mawr College, Class of 2016

Undergraduate student studying Anthropology and Education at Bryn Mawr College.

Références

Reyes, V., & Adams, K. (2017). Managing Apathetic and Disruptive Students. Teaching and Learning Together in Higher Education, 22. http://repository.brynmawr.edu/tlthe/

Teaching and Learning Together in Higher Education. http://repository.brynmawr.edu/tlthe/

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Publié-e

2017-10-07

Comment citer

Reyes, V., & Adams, K. (2017). Navigating a Difficult Journey: Reflections on How a Student-Faculty Partnership Helped Address Racial Tensions in a Social Science Course. International Journal for Students as Partners, 1(2), 123–128. https://doi.org/10.15173/ijsap.v1i2.3262

Numéro

Vol. 1 No. 2 (2017)

Rubrique

Reflective Essays

Licence

(c) Tous droits réservés Victoria Reyes, Kirsten Adams 2017

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution 4.0 International.

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