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2018
Volume 51, Issue 1
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

This critical phenomenological study sought Native American student perspectives on intention and desired faculty response following self-disclosure of personal challenges in college writing assignments and discusses implications for faculty and for implementing trauma-informed writing pedagogy with students who are historically marginalized.

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/content/journals/10.58680/tetyc202332716
2023-09-01
2025-02-16
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