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2018
Volume 115, Issue 3
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

The authors share strategies to support teachers in leveraging youths’ critical participatory literacies, informed by African cultural and heritage knowledge, as well as their own experiences as former middle and high school English language arts teachers.

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/content/journals/10.58680/ej2026115366
2026-01-01
2026-06-09
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References

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