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2018
Volume 113, Issue 2
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

A teacher in Arizona advocates for the centering of hybridity within language arts classrooms as resistance against political and social polarization, providing theoretically grounded practical curricular actions that teachers can take in their classrooms to support student identity and criticality.

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/content/journals/10.58680/ej202332740
2023-11-01
2024-03-03
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References

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  • Article Type: Research Article
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