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Gloria Ladson-Billings : ウィキペディア英語版
Gloria Ladson-Billings

Gloria J. Ladson-Billings (born 1947) is an American pedagogical theorist and teacher educator on the faculty of the University of Wisconsin–Madison School of Education and researcher at the Wisconsin Center for Education Research. She is currently Assistant Vice Chancellor of Academic Affairs.〔http://ci.education.wisc.edu/ci/people/faculty/gloria-ladson-billings〕 Ladson-Billings is known for her groundbreaking work in the fields of Culturally Relevant Pedagogy and Critical Race Theory. Ladson-Billings work ''The Dreamkeepers: Successful Teachers of African-American Children'' is a significant text in the field of education.〔The Dreamkeepers: Successful Teachers of African American Children. by Gloria Ladson-Billings. Rev. by Lisa D. Delpit. Contemporary Sociology, Vol. 25, No. 2 (Mar., 1996), pp. 240-241. http://www.jstor.org/stable/2077209〕 She was born in Philadelphia, Pa. and was educated in the Philadelphia public school system. Ladson-Billings served as president of the American Educational Research Association (AERA) in 2005. 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.
==Selected articles==

*Ladson-Billings, G.J. (2005). Is the team all right? Diversity and teacher education. Journal of Teacher Education, 56(2), 229-234.
*Ladson-Billings, G.J. (1996). Silences as weapons: Challenges of a Black professor teaching white students. Theory Into Practice, 35(2), 79-85.
*Ladson-Billings, G.J. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 35, 465-491.
*Ladson-Billings, G.J. (1995). Toward A critical race theory of education. Teachers College Record, 97, 47-68.

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