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2018
Volume 110, Issue 1
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895
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Abstract

Teaching a seminar for preservice graduate students pushed the author to consider the possibilities for “critical trans* pedagogy” in secondary English classrooms.

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/content/journals/10.58680/ej202030842
2020-09-01
2025-01-26
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  • Article Type: Research Article
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