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2018
Volume 98, Issue 3
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

Braiding together theoretical perspectives from critical geography, intersectionality, and critical literacy studies, this article describes how two first-grade teachers in the Northeast facilitated inquiry-based learning to question power, opportunity, and (in)justice in their local school community.

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/content/journals/10.58680/la202131029
2021-01-01
2024-03-03
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