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2018
Volume 31, Issue 2
  • ISSN: 1074-4762
  • E-ISSN: 1943-3069
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2023-12-01
2025-04-23
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References

  1. Behizadeh N., Thomas C., & Cross S. B. (2019) Reframing for social justice: The influence of critical friendship groups on preservice teachers’ reflective practice. Journal of Teacher Education, 70(3), 280+. https://link.gale.com/apps/doc/A586115636/A ONE Boyd, A, (2017). Social justice literacies in the English classroom: Teaching practice in action. Teachers College Press.
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  2. Case K. A., Kite M. E., & Williams W. R. (2020) “Pedagogical humility and peer mentoring for social justice education.” In Case, Kite, and Williams (Eds) Navigating difficult moments in teaching diversity and social justice (pp. 3–FIND) https://doi.org/10.1037/0000216-001
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  3. Duckworth V., & Maxwell B. (2015) Extending the mentor role in initial teacher education: Embracing social justice. International Journal of Mentoring and Coaching in Education, 4(1), 4–20. http://dx.doi.org/10.1108/IJMCE-08-2014-0032
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  4. O’Donnell-Allen C., & Robbins M. (2022) Takes one to teach one: Embracing your inner genius. Voices from the Middle, 30(1), 33–37. Retrieved from https://www.proquest.com/scholarly-journals/takes-one-teach-embracing-your-inner-genius/docview/2723856783/se-2
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  • Article Type: Research Article
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