Keywords
First-year composition, race, critical race theory, pedagogy, curriculum, community college, higher education
Abstract
This article applies critical race theory to an institutional analysis of writing curricular outcomes to assist two-year college writing program administrators, curriculum coordinators, and instructors with examining the racist implications of writing curriculum outcomes and to develop antiracist curricula that support the academic, professional, and civic success of the majority of their students.
Publication Date
5-2019
Original Citation
Kareem, Jamila. "A Critical Race Analysis of Transition Level Writing Curriculum to Support the Racially Diverse Two-Year College." Teaching English in the Two-Year College, vol. 46, no. 4, 271-96.
Document Type
Paper
Language
English
Copyright Status
Publisher retained
Publication Version
Post-print
Publisher
National Council of Teachers of English (NCTE)
College
College of Arts and Humanities
STARS Citation
Kareem, Jamila M., "A Critical Race Analysis of Transition Level Writing Curriculum to Support the Racially Diverse Two-Year College" (2019). Faculty Scholarship and Creative Works. 873.
https://stars.library.ucf.edu/ucfscholar/873
Included in
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