Abstract
My commentary on this special issue reflects on experiences I have had in which critical knowledges, and the people who produce them, were marginalized. I congratulate the editors and authors of this special issue for creating a space for such knowledges and for refusing to be marginalized.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 421-423 |
| Number of pages | 3 |
| Journal | Teaching Education |
| Volume | 29 |
| Issue number | 4 |
| DOIs |
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| State | Published - Oct 2 2018 |
Keywords
- Teacher education curriculum