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Journal articles on the topic 'Stephen Brookfield'

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Published: 4 June 2021

Last updated: 6 February 2022

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1

Salo, Petri, and Juha Suoranta. "Maailman demokratisoiminen vaatii viisautta ja valppautta." Aikuiskasvatus 26, no. 3 (September 15, 2006): 221–26. http://dx.doi.org/10.33336/aik.93697.

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Stephen Brookfield tunnetaan Suomessa ehkä parhaiten 1980-luvulla julkaistuista kirjoistaan Adult Learners, Adult Education and the Community ja Understanding and Facilitating Adult Learning. Hänelle on myönnetty neljästi Pohjois-Amerikassa korkealle arvostettu Cyril O. Houle -palkinto korkeatasoisen aikuiskasvatuskirjallisuuden julkaisemisesta. Myös hänen viimeisin kirjansa The Power of Critical Theory: Liberating Adult Learning and Teaching (2005) voitti kyseisen palkinnon. Tapasimme Stephen Brookfieldin maaliskuussa 2006 Minneapolis-St. Paulin kaksoiskaupungissa, jossa hän toimii St. Thomasin yliopiston ansioituneena yliopistoprofessorina (Distinguished University Professor). Stephen Brookfieldin ajatuksia medialukutaidosta sisältyy edellä olevaan Juha Suorannan artikkeliin.

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Suoranta, Juha. "Aikuisten mediatajun jäljillä." Aikuiskasvatus 26, no. 3 (September 15, 2006): 211–20. http://dx.doi.org/10.33336/aik.93696.

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Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)

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Rhem, James. "Stephen Brookfield: Learning Through ‘Impostership’." National Teaching & Learning Forum 28, no. 1 (December 2018): 10–11. http://dx.doi.org/10.1002/ntlf.30181.

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4

Wilms, Wellford W., and Deone M. Zell. "Training Educators of Adults. Stephen Brookfield." Comparative Education Review 34, no. 4 (November 1990): 596–98. http://dx.doi.org/10.1086/446992.

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5

BROOKFIELD, STEPHEN. "Racializing the Discourse of Adult Education." Harvard Educational Review 73, no. 4 (December 1, 2003): 497–523. http://dx.doi.org/10.17763/haer.73.4.a54508r0464863u2.

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In this article, Stephen Brookfield explores the "unproblematized Eurocentrism" that characterizes contemporary adult education in light of Herbert Marcuse's perspectives on repressive tolerance. Brookfield, a White English male, explores the implications of his own social location for his work in adult education by drawing on the works of Cornel West and Lucius T. Outlaw Jr., two prominent African American scholars who racialize the discourse of adult education. Brookfield further considers the broader implications for adult education practice and scholarship that emerge from West's and Outlaw's perspectives on critical thinking, which are paradigmatically different from the Euro-American traditions that tend to ignore issues of race and dominate the field. Finally, Brookfield offers recommendations to practitioners and scholars for actively exploring adult education's role in challenging the "the myth of neutral, non-impositional, adult educators."

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Brookfield, Stephen. "Media Power and the Development of Media Literacy: An Adult Educational Interpretation." Harvard Educational Review 56, no. 2 (July 1, 1986): 151–71. http://dx.doi.org/10.17763/haer.56.2.6601402174824253.

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Stephen Brookfield describes and illustrates television's presentation of bias in programming and production. He advocates educating adults to be critical in consuming television images of reality and presents six techniques which have been successful in teaching adults to read between the lines of television's portrayal of political issues, news events, and images of society.

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7

Steeper, Kevin. "Brookfield, Stephen D.,The Power of Critical Theory: Liberating Adult Learning and Teaching." Journal of Adult Theological Education 2, no. 2 (March 17, 2005): 179–80. http://dx.doi.org/10.1558/jate.2005.2.2.179.

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8

Regan, Jane. "Brookfield, Stephen D., and John D. Holst.Radicalizing Learning: Adult Education for a Just World." Journal of Adult Theological Education 8, no. 2 (January 2011): 201–2. http://dx.doi.org/10.1558/jate.v8i2.201.

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9

Fleischer, Barbara. "Hess, Mary E., and Stephen D. Brookfield (eds). 2008.Teaching Reflectively in Theological Contexts: Promises and Contradictions." Journal of Adult Theological Education 7, no. 1 (January 21, 2010): 102–3. http://dx.doi.org/10.1558/jate.v7i1.102.

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Ascough, Richard S. "Teaching Reflectively in Theological Contexts: Promises and Contradictions - Edited by Mary E. Hess and Stephen D. Brookfield." Teaching Theology & Religion 12, no. 4 (October 2009): 395–96. http://dx.doi.org/10.1111/j.1467-9647.2009.00567.x.

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TELEMAQUE, ELVETHA. "A Review of: “BROOKFIELD, D. STEPHEN. (2005).The Power of Critical Theory: Liberating Adult Learning and Teaching”." Journal of Research on Christian Education 20, no. 3 (September 2011): 345–48. http://dx.doi.org/10.1080/10656219.2011.623655.

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Block, Stephen R. "Book Review: Stephen Preskill and Stephen D. Brookfield Learning as a Way of Leading: Lessons From the Struggle for Social Justice. San Francisco: Jossey-Bass, 2009. 247 pp. $40.00 (cloth)." Nonprofit and Voluntary Sector Quarterly 39, no. 5 (September 10, 2010): 960–63. http://dx.doi.org/10.1177/0899764010362643.

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Elton, Terri Martinson. "Powerful Techniques for Teaching Adults. By Stephen D. Brookfield. San Francisco, Calif.: Jossey-Bass, 2013. 271 pages. ISBN 978-1-118-0-1700-5. $40.00." Teaching Theology & Religion 17, no. 4 (September 19, 2014): 396–97. http://dx.doi.org/10.1111/teth.12256.

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Andraos, Michel Elias. "Radicalizing Learning: Adult Education for a Just World. By Stephen D. Brookfield and John D. Holst. San Francisco, Calif.: Jossey-Bass, 2011. xix + 262 pages. ISBN 978-0-7879-9825-7. $38.00." Teaching Theology & Religion 16, no. 2 (April 2013): 197–98. http://dx.doi.org/10.1111/teth.12041.

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KITLV, Redactie. "Book reviews." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 161, no. 2 (2009): 350–96. http://dx.doi.org/10.1163/22134379-90003712.

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Peter Borschberg (ed.), Iberians in the Singapore-Melaka area and adjacent regions (16th to 18th century) (Syed Muhd Khairudin Aljunied) Katharine L. Wiegele, Investing in miracles; El Shaddai and the transformation of popular Catholicism in the Philippines (Greg Bankoff) Jean Gelman Taylor, Indonesia; Peoples and histories (Peter Boomgaard) Clive Moore, New Guinea; Crossing boundaries and history (Harold Brookfield) Nathan Porath, When the bird flies; Shamanic therapy and the maintenance of worldly boundaries among an indigenous people of Riau (Sumatra) (Cynthia Chou and Martin Platt) Paul van der Grijp, Identity and development; Tongan culture, agriculture, and the perenniality of the gift (H.J.M. Claessen) Tim Bunnell, Malaysia, modernity and the multimedia super corridor; A critical geography of intelligent landscapes (Ben Derudder) L. Fontijne, Guardians of the land in Kelimado; Louis Fontijne’s study of a colonial district in eastern Indonesia (Maribeth Erb) Karl-Heinz Golzio, Geschichte Kambodschas; Das Land der Khmer von Angkor bis zur Gegenwart (Volker Grabowsky) Emmanuel Poisson, Mandarins et subalternes au nord du Viêt Nam; Une bureaucracie à l’épreuve (1820-1918) (Martin Grossheim) Generale Missiven van Gouverneurs-Generaal en Raden aan Heren XVII der Verenigde Oostindische Compagnie, Volume 10, 1737-1743 (Gerrit Knaap) Aris Ananta and Evi Nurvidya Arifin (eds), International migration in Southeast Asia (Santo Koesoebjono) Vladimir Braginsky, The comparative study of traditional Asian literatures; From reflective traditionalism to neo-traditionalism (G.L. Koster) Fiona Kerlogue (ed.), Performing objects; Museums, material culture and performance in Southeast Asia (Jennifer Lindsay) Th.C. van der Meij, Puspakrema; A Javanese romance from Lombok (Julian Millie) Robyn Maxwell, Sari to sarong; Five hundred years of Indian and Indonesian textile exchange -- Jasleen Dhamija, Woven magic; The affinity between Indian and Indonesian textiles (Sandra Niessen) David Bourchier and Vedi R. Hadiz (eds), Indonesian politics and society; A reader (Seije Slager) Howard Dick, Vincent J.H. Houben, J. Thomas Lindblad and Thee Kian Wie (eds), The emergence of a national economy; An economic history of Indonesia, 1800-2000 (Heather Sutherland) Roderich Ptak, China, the Portuguese and the Nanyang; Oceans and routes, regions and trade (c. 1000-1600) (Heather Sutherland) Stephen C. Headley, Durga’s Mosque; Cosmology, conversion and community in Central Javanese Islam (Robert Wessing)

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Stilling, Glenn Ellen Starr. "Newman, Michael. Teaching Defiance: Stories and Strategies for Activist Educators. A Book Written in Wartime. Foreword by Stephen Brookfield, San Francisco: Jossey-Bass, 2006. 320p. $35 (ISBN 0787985562). LC 2006-4175." College & Research Libraries 67, no. 6 (November 1, 2006): 572–73. http://dx.doi.org/10.5860/crl.67.6.572.

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17

Hamby, Benjamin. "Review of Stephen Brookfield‘s Teaching for Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 30, no. 2 (2015): 63–68. http://dx.doi.org/10.5840/inquiryct201530211.

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B. Tauger, Mark. "Political Economyof AgrarianReformin Central andEastern Europe. Edited by Johan F. M. Swinnen. Aldershot, UK / Brookfield, VT: Ashgate, 1997. xix, 398 pp. $99.95. Land Reform in the Former Soviet Union and Eastern Europe. Edited by Stephen K. Wegren. London: Routledge, 1998. xxiii, 268 pp. $85.00." Canadian-American Slavic Studies 35, no. 4 (2001): 468–72. http://dx.doi.org/10.1163/221023901x00154.

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19

Lapid, Yosef. "Nationalism and National Integration. By Anthony H. Birch. London: Unwin Hyman, 1989. 253p. $49.95 cloth, $15.95 paper. - Nationalism and International Society. By James Mayall. New York: Cambridge University Press, 1990. 175p. $34.50 cloth, $11.95 paper. - Ethnic Conflict and International Relations. By Stephen Ryan. Brookfield, VT: Gower, 1990. 200p. $49.95." American Political Science Review 85, no. 4 (December 1991): 1492–93. http://dx.doi.org/10.2307/1964000.

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KITLV, Redactie. "Book Reviews." New West Indian Guide / Nieuwe West-Indische Gids 75, no. 3-4 (January 1, 2001): 297–357. http://dx.doi.org/10.1163/13822373-90002555.

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-Stanley L. Engerman, Heather Cateau ,Capitalism and slavery fifty years later: Eric Eustace Williams - A reassessment of the man and his work. New York: Peter Lang, 2000. xvii + 247 pp., S.H.H. Carrington (eds)-Philip D. Morgan, B.W. Higman, Writing West Indian histories. London: Macmillan Caribbean, 1999. xiv + 289 pp.-Daniel Vickers, Alison Games, Migration and the origins of the English Atlantic world. Cambridge MA: Harvard University Press, 1999. xiii + 322 pp.-Christopher L. Brown, Andrew Jackson O'Shaughnessy, An empire divided: The American revolution and the British Caribbean. Philadelphia: University of Pennsylvania Press, 2000. xviii + 357 pp.-Lennox Honychurch, Samuel M. Wilson, The indigenous people of the Caribbean. Gainesville: University Press of Florida, 1997. xiv + 253 pp.-Kenneth Bilby, Bev Carey, The Maroon story: The authentic and original history of the Maroons in the history of Jamaica 1490-1880. St. Andrew, Jamaica: Agouti Press, 1997. xvi + 656 pp.-Bernard Moitt, Doris Y. Kadish, Slavery in the Caribbean Francophone world: Distant voices, forgotten acts, forged identities. Athens: University of Georgia Press, 2000. xxiii + 247 pp.-Michael J. Guasco, Virginia Bernhard, Slaves and slaveholders in Bermuda, 1616-1782. Columbia: University of Missouri Press, 1999. xviii + 316 pp.-Michael J. Jarvis, Roger C. Smith, The maritime heritage of the Cayman Islands. Gainesville: University Press of Florida, 2000. xxii + 230 pp.-Paul E. Hoffman, Peter R. Galvin, Patterns of pillage: A geography of Caribbean-based piracy in Spanish America, 1536-1718. New York: Peter Lang, 1999. xiv + 271 pp.-David M. Stark, Raúl Mayo Santana ,Cadenas de esclavitud...y de solidaridad: Esclavos y libertos en San Juan,siglo XIX. Río Piedras: Centro de Investigaciones Sociales, Universidad de Puerto Rico, 1997. 204 pp., Mariano Negrón Portillo, Manuel Mayo López (eds)-Ada Ferrer, Philip A. Howard, Changing history: Afro-Cuban Cabildos and societies of color in the nineteenth century. Baton Rouge: Louisiana State University Press, 1998. xxii + 227 pp.-Alvin O. Thompson, Maurice St. Pierre, Anatomy of resistance: Anti-colonialism in Guyana 1823-1966. London: Macmillan, 1999. x + 214 pp.-Linda Peake, Barry Munslow, Guyana: Microcosm of sustainable development challenges. Aldershot, U.K. and Brookfield VT: Ashgate, 1998. x + 130 pp.-Stephen Stuempfle, Peter Mason, Bacchanal! The carnival culture of Trinidad. Philadelphia PA: Temple University Press, 1998. 191 pp.-Christine Chivallon, Catherine Benoît, Corps, jardins, mémoires: Anthropologie du corps et de l' espace à la Guadeloupe. Paris: CNRS Éditions, 2000. 309 pp.-Katherine E. Browne, Mary C. Waters, Black identities: Wsst Indian immigrant dreams and American realities. New York: Russell Sage Foundation; Cambridge MA: Harvard University Press, 1999. xvii + 413 pp.-Eric Paul Roorda, Bernardo Vega, Los Estados Unidos y Trujillo - Los días finales: 1960-61. Colección de documentos del Departamento de Estado, la CIA y los archivos del Palacio Nacional Dominicano. Santo Domingo: Fundación Cultural Dominicana, 1999. xx+ 783 pp.-Javier Figueroa-de Cárdenas, Charles D. Ameringer, The Cuban democratic experience: The Auténtico years, 1944-1952. Gainesville: University Press of Florida, 2000. ix + 230 pp.-Robert Lawless, Charles T. Williamson, The U.S. Naval mission to Haiti, 1959-1963. Annapolis MD: Naval Institute Press, 1999. xv + 395 pp.-Noel Leo Erskine, Arthur Charles Dayfoot, The shaping of the West Indian Church, 1492-1962. Kingston: The Press University of the West Indies; Gainesville: University Press of Florida, 1999. xvii + 360 pp.-Edward Baugh, Laurence A. Breiner, An introduction to West Indian poetry. Cambridge: Cambridge University Press, 1998. xxii + 261 pp.-Lydie Moudileno, Heather Hathaway, Caribbean waves: Relocating Claude McKay and Paule Marshall. Bloomington: Indiana University Press, 1999. xi + 201 pp.-Nicole Roberts, Claudette M. Williams, Charcoal and cinnamon: The politics of color in Spanish Caribbean literature. Gainesville: University Press of Florida, 2000. xii + 174 pp.-Nicole Roberts, Marie Ramos Rosado, La mujer negra en la literatura puertorriqueña: Cuentística de los setenta: (Luis Rafael Sánchez, Carmelo Rodríguez Torres, Rosario Ferré y Ana Lydia Vega). San Juan: Ed. de la Universidad de Puerto Rico, Ed. Cultural, and Instituto de Cultura Puertorriqueña, 1999. xxiv + 397 pp.-William W. Megenney, John H. McWhorter, The missing Spanish Creoles: Recovering the birth of plantation contact languages. Berkeley: University of California Press, 2000. xi + 281 pp.-Robert Chaudenson, Chris Corne, From French to Creole: The development of New Vernaculars in the French colonial world. London: University of Westminster Press, 1999. x + 263 pp.

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21

Buckley, Carina. "Engaging imagination: helping students become creative and reflective learners, by Alison James and Stephen D. Brookfield." Journal of Learning Development in Higher Education, no. 7 (June 30, 2014). http://dx.doi.org/10.47408/jldhe.v0i7.249.

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Thinking outside the book: a point of departure for reflecting on learningA Book Review of James, A. and Brookfield, S.D. (2014) Engaging imagination: helping students become creative and reflective learners. San Francisco: Jossey-Bass.

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Breunig, Mary. "The Transformative Potential of Learning Through Service While “Doing” Classroom-Based Research." Canadian Journal for the Scholarship of Teaching and Learning 5, no. 1 (November 4, 2014). http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.9.

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Experiential education and service-learning are “buzz words” within many educational circles. The purpose of this study was to explore students’ (N=18) and professor experiences with/in a student-directed experiential education elective course, with a particular focus on a service-learning initiative. Stephen Brookfield’s critical incident questionnaire (1995) and transformative phenomenology served as the guiding frameworks for this study. The results yielded four themes, including: 1) Sense of accomplishment, 2) Feelings of frustration, 3) Questioning student-directed course experience, and 4) Experiences from self-study participation. This study serves to further confirm that engaging in service-learning projects within a student-directed course can lead to a strong sense of accomplishment despite feelings of frustration and resistance. L’apprentissage par l’expérience et l’apprentissage par le service sont des expressions au goût du jour dans de nombreux milieux éducatifs. L’objectif de cette étude était d’explorer les expériences des professeurs et des étudiants dans un cours facultatif axé sur l’apprentissage par l’expérience dirigé par les étudiants, dont l’accent portait sur les initiatives d’apprentissage par le service. Le questionnaire de Stephen Brookfield sur les incidents critiques (1995) ainsi que la phénoménologie transformatrice ont servi de cadres conceptuels pour cette étude. Les résultats ont mené aux quatre thèmes suivants : 1) sens d’accomplissement, 2) sens de frustration, 3) questionnement sur l’expérience d’un cours dirigé par les étudiants, et 4) expérience dérivée de la participation à l’auto-formation. Cette étude confirme de nouveau que le fait de s’engager dans des projets d’auto-formation dans un cours dirigé par les étudiants peut aboutir à un sens profond d’accomplissement, malgré certains sentiments de frustration et de résistance.

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23

"The power of critical thinking in learning and teaching. An interview with Professor Stephen D. Brookfield." Journal of Applied Learning & Teaching 2, no. 2 (December 30, 2019). http://dx.doi.org/10.37074/jalt.2019.2.2.11.

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Sherif, Dalia. "Reflective Practice on Social Loafing in College-Level Group Projects." Journal of Scholarly Engagement 1, no. 2 (November 30, 2018). http://dx.doi.org/10.9743/jeo.2018.1.2.4.

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While reflecting on my teaching strategies and researching social loafing for my dissertation, I realized this endeavor has given me a stronger grasp of the pedagogical approaches to facilitate cooperative learning. Observing, sharing, and reflecting on specific social loafing experiences using Gibbs’ reflective framework allowed me, with time, to better conceptualize the dynamics of university-level group projects. Leveraging my experience and insightful research analysis on group dysfunctionalities inside and outside the classroom has gradually reshaped my understanding of the social loafing phenomenon. Nurturing my professional development through this reflective practice allowed me to create an ongoing coaching relationship with students (and later with faculty), and to generate a list of best practices for cooperative learning that can result in higher group achievements and improved learning outcomes. Key words: Teaching, learning, Graham Gibbs’ reflective framework, reflective practice, social loafing, team-based learning, cooperative learning, groups, teams, John Dewey reflective theory, group projects, Stephen Brookfield lenses.

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Forneris, Susan G. "Exploring the Attributes of Critical Thinking: A Conceptual Basis." International Journal of Nursing Education Scholarship 1, no. 1 (June 22, 2004). http://dx.doi.org/10.2202/1548-923x.1026.

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Many teaching methods used in nursing education to enhance critical thinking focus on teaching students how to directly apply knowledge; a technically rational approach. While seemingly effective at enhancing students critical thinking abilities in structured learning situations, these methods dont prepare students to operationalize critical thinking to manage the complexities that actually exist in practice. The work of contemporary educational theorists Paulo Freire, Donald Schon, Chris Argyris, Jack Mezirow, Stephen Brookfield, and Robert Tennyson all share similar perspectives on thinking in practice and the use of reflection to achieve a coherence of understanding. Their perspectives provide insight on how educators can shift from a means-end approach to operationalizing thinking in practice. The author identifies four attributes of critical thinking in practice evidenced in these views, followed by a discussion of specific educational strategies that reflect these attributes, and operationalize a critical thinking process in nursing practice to achieve a coherence of understanding.

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26

Cotter, Ellen. "Book Review: The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom (2nd Edition) by Stephen D. Brookfield (Jossey-Bass, 2006)." International Journal for the Scholarship of Teaching and Learning 2, no. 2 (July 1, 2008). http://dx.doi.org/10.20429/ijsotl.2008.020222.

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"james stephen taylor. Jonas Hanway, Founder of the Marine Society: Charity and Policy in Eighteenth-Century Britain. Berkeley, Calif.: Scholar; distributed by Gower, Brookfield, Vt. 1985. Pp. xvi, 248. $41.95." American Historical Review, February 1989. http://dx.doi.org/10.1086/ahr/94.1.135-a.

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"Larry D. Benson, Contradictions: From “Beowulf” to Chaucer. Ed. Theodore M. Andersson and Stephen A. Barney. Aldershot, Eng., and Brookfield, Vt.: Scolar Press, 1995. Pp. xxiii, 322; black-and-white frontispiece, tables, and charts. $84.95." Speculum 72, no. 02 (April 1997): 592. http://dx.doi.org/10.1017/s0038713400139247.

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Clemans, Shanith. "Response to Stephen D. Brookfield's Why White Instructors Should Explore Their White Racial Identity." ADULT LITERACY EDUCATION: THE INTERNATIONAL JOURNAL OF LITERACY, LANGUAGE, AND NUMERACY, October 1, 2019, 61–65. http://dx.doi.org/10.35847/sclemans.1.2.61.

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