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

Abstract

Given recent restrictive education laws, the authors propose implementing testimonio as pedagogy as a liberatory writing genre for secondary students to explore their lived experiences and intentionally articulate a call to action.

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/content/journals/10.58680/ej2025114490
2025-03-01
2026-06-11
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References

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