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2018
Volume 103, Issue 1
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402
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Abstract

This article argues for “writing the self” as an abolitionist writing pedagogy that centers Black youth’s lived experiences in academic writing. The author demonstrates how teachers can model this practice and create affirming spaces for students to examine their connections to systemic oppression, concluding with recommendations for implementing educational narratives and story analysis.

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/content/journals/10.58680/la2025103142
2025-09-01
2026-06-09
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  • Article Type: Research Article
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