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2018
Volume 49, Issue 4
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

In response to growing neoliberal pressures and austerity measures, two-year English teacher-scholars have embraced Sullivan’s call to activism, but this work is made challenging as aspiring teacher-scholar-activists struggle to balance activism with the other heavy demands of their professional practice. After expanding teacher-scholar-activism as a theoretical framework, we explore activism through cross-case analysis of three developmental literacy professionals’ actions, mindsets, and training. We then provide a pragmatic how-to manual for aspiring teacher-scholar-activists.

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2022-05-01
2024-04-13
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