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2018
Volume 36, Issue 3
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348

Abstract

Considers how gender, identity and literacy are entangled and mutually constitutive. Concludes that social experience, desire, proximate others, and the ways in which children can draw upon these in the classroom are aspects of the situated condition that deserve more prominence in literacy and identity research.

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/content/journals/10.58680/rte20021753
2002-02-01
2024-11-09
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http://instance.metastore.ingenta.com/content/journals/10.58680/rte20021753
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  • Article Type: Research Article
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