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2018
Volume 88, Issue 4
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

A preservice teacher wants to teach for social justice, but faces challenges effectively engaging in critical pedagogy. Her class of sixth-grade students wants to examine more closely the issues around immigration, and the author is eager to disrupt any one-dimensional stereotypes of immigrants that the students might have picked up from popular culture. Together, they craft a unit of language arts study based upon students’ inquiry. Now a few years into her teaching practice, the author reflects on what worked and what could have gone differently.

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/content/journals/10.58680/la201113550
2011-01-01
2024-06-13
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http://instance.metastore.ingenta.com/content/journals/10.58680/la201113550
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  • Article Type: Research Article
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