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2018
Volume 101, Issue 2
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402
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Abstract

Using narrative inquiry and field observations, the authors investigated how elementary preservice teachers’ identities related to and informed their attempts to queer literacy instruction.

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/content/journals/10.58680/la202332682
2023-11-01
2026-02-09
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