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2018
Volume 54, Issue 4
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

This reflective essay explores three graduate students’ experiences hosting an antiracist teaching book club with preservice English language arts teachers in the spring of 2021. The book club centered on practical advice for engaging secondary students through antiracist pedagogies while meeting the expectations placed on new teachers. Through reflection, the authors found the book club opened a space for critical conversations on their own responsibilities as antiracist educators.

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/content/journals/10.58680/ee202231982
2022-07-01
2024-02-28
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  • Article Type: Research Article
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