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2018
Volume 114, Issue 4
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

The author discusses strategies learned from secondary ELA teachers in Georgia for maintaining commitments to justice and equity-oriented pedagogies, despite educational legislation that poses a challenge to those practices.

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/content/journals/10.58680/ej2025114446
2025-03-01
2026-06-17
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