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2018
Volume 115, Issue 1
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

This column explores how Black girls’ refusals function as literacy practices and pathways to more just educational futures.

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/content/journals/10.58680/ej2025115191
2025-09-01
2026-06-14
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References

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  • Article Type: Research Article
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