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Statements

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Gloria Ladson-Billings Gloria Ladson-Billings
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Gloria Jean Ladson-Billings (born 1947) is an American pedagogical theorist and teacher educator known for her work in the fields of culturally relevant pedagogy and critical race theory, and the pernicious effects of systemic racism and economic inequality on educational opportunities. Her book The Dreamkeepers: Successful Teachers of African-American Children is a significant text in the field of education. Ladson-Billings is Professor Emerita and formerly the Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin–Madison. Gloria J. Ladson-Billings (Filadèlfia, 1947) és una teòrica pedagoga nord-americana. A més va treballar com a formadora de professors/es de la facultat de la Universitat de Wisconsin-Madison School i investigadora del Wisconsin Center. Actualment és vicerectora d'assumptes acadèmics. Degut a la feina que ha realitzat al llarg de la seva trajectòria, Gloria Ladson és considerada actualment una de les líders més rellevant en el món de l'educació dels nens afroamericans.
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Gloria J. Ladson-Billings (Filadèlfia, 1947) és una teòrica pedagoga nord-americana. A més va treballar com a formadora de professors/es de la facultat de la Universitat de Wisconsin-Madison School i investigadora del Wisconsin Center. Actualment és vicerectora d'assumptes acadèmics. És coneguda per la seva feina i treballs realitzats en l'àmbit de la pedagogia cultural. Ladson-Billings s'encarrega de desenvolupar i explorar els conceptes de “pedagogia cultural rellevant” en un dels seus llibres anomenat “The Dreamkeepers”:Els professors d'èxit dels nens afroamericans. Aquest text va ser de gran importància en el camp de l'educació, ja que demanava a la comunitat afroamericana el seu estudi per identificar bons mestres, independentment de la raça, per poder així desenvolupar els perfils d'aquests professors. Degut a la feina que ha realitzat al llarg de la seva trajectòria, Gloria Ladson és considerada actualment una de les líders més rellevant en el món de l'educació dels nens afroamericans. Crossing over to Canaan(2001) i Beyond the Big House (2005), són també alguns dels seus llibres més importants. El tema central d'aquests, també és la perspectiva de l'ensenyament intercultural, basat en l'ús de la pròpia cultura de l'estudiant com a mecanisme per transcendir els efectes negatius de la cultura dominant, ja que la cultura de l'infant és una font molt important en els seus aprenentatges. La seva visió social de l'ensenyament va lligada a la necessitat de superar la bretxa de rendiments i assoliments que afecta els alumnes més desfavorits i/o amb menys recursos. Això ha provocat que, les seves teories exposades en el llibre “Critical Race Theory” (2003) fossin àmpliament debatudes i assumides dins de la comunitat educativa internacional. Ladson-Billings s'ha convertit en una de les figures més influents en el discurs educatiu internacional. Gloria Jean Ladson-Billings (born 1947) is an American pedagogical theorist and teacher educator known for her work in the fields of culturally relevant pedagogy and critical race theory, and the pernicious effects of systemic racism and economic inequality on educational opportunities. Her book The Dreamkeepers: Successful Teachers of African-American Children is a significant text in the field of education. Ladson-Billings is Professor Emerita and formerly the Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin–Madison. Ladson-Billings served as president of the American Educational Research Association (AERA) in 2005-2006. During the 2005 AERA annual meeting in San Francisco, Ladson-Billings delivered her presidential address, "From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools", in which she outlined what she called the "education debt", highlighting the combination of historical, moral, socio-political, and economic factors that have disproportionately affected African-American, Latino, Asian, and other non-white students. In 2021 she was elected a corresponding fellow of the British Academy.
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