Abstract

College reading instruction warrants recognition as a necessary and actionable means of teaching for social justice. Faculty who teach students how to read course texts—and who guide and support them in doing so—advance social justice and equity via three separate mechanisms of action. These processes preferentially benefit marginalized and underserved students while more broadly fostering conceptual and perspective-taking skills essential for social justice.

Journal
Teaching English in the Two-Year College
Published
2024-05-01
DOI
10.58680/tetyc2024514309
Open Access
Closed
Topics

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Cites in this index (15)

  1. Teaching English in the Two-Year College
  2. Teaching English in the Two-Year College
  3. Research in the Teaching of English
  4. Teaching English in the Two-Year College
  5. Teaching English in the Two-Year College
Show all 15 →
  1. Teaching English in the Two-Year College
  2. Teaching English in the Two-Year College
  3. Teaching English in the Two-Year College
  4. Teaching English in the Two-Year College
  5. Research in the Teaching of English
  6. Teaching English in the Two-Year College
  7. Teaching English in the Two-Year College
  8. Teaching English in the Two-Year College
  9. College English
  10. College Composition and Communication
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