| LDR | | 01983nam u200433 4500 |
| 001 | | 000000420770 |
| 005 | | 20190215164736 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438017627 |
| 035 | |
▼a (MiAaPQ)AAI10788542 |
| 035 | |
▼a (MiAaPQ)purdue:22442 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 378 |
| 100 | 1 |
▼a Morrison, Talisha Haltiwanger. |
| 245 | 10 |
▼a Nooses and Balancing Acts: Reflections and Advice on Racism and Antiracism from Black Writing Tutors at Predominantly White Institutions. |
| 260 | |
▼a [S.l.]:
▼b Purdue University.,
▼c 2018. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2018. |
| 300 | |
▼a 179 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A. |
| 500 | |
▼a Adviser: Harry Denny. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Purdue University, 2018. |
| 520 | |
▼a Over the past 10-15 years, writing center scholars have acknowledged the significance of race to writing center work and examined the ways racism manifests within writing center spaces and practices. More recently, conversations have shifted fro |
| 520 | |
▼a The study presents a grounded-theory analysis of two rounds of semi-structured interviews with nine current writing tutors, self-identified as Black. Participants included eight women and four first-generation Americans. The argument is presente |
| 590 | |
▼a School code: 0183. |
| 650 | 4 |
▼a Higher education administration. |
| 650 | 4 |
▼a African American studies. |
| 650 | 4 |
▼a Rhetoric. |
| 690 | |
▼a 0446 |
| 690 | |
▼a 0296 |
| 690 | |
▼a 0681 |
| 710 | 20 |
▼a Purdue University.
▼b English. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-10A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0183 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14997457
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a ***1012033 |