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2018
Volume 73, Issue 1
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

Our “common sense” interpretive frames help us make sense of things, but cultural criticism has revealed how they also and often marginalize other people. Yet how do we go beyond this critical awareness to change—particularly when those frames are our own? This study explores how students in socially engaged courses can use writing to turn reflection into a theory-guided metacognitive analysis of their own interpretive frames and develop a working theory for change.

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/content/journals/10.58680/ccc202131586
2021-09-01
2024-04-18
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  • Article Type: Research Article
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