Abstract

Using a case study of a Christian college student, this article develops a framework for understanding when and why students may choose to perform neutrality. The author argues that students may choose this form of “invisible” resistance in an effort to mitigate perceived power imbalances within an educational ecology.

Journal
Pedagogy
Published
2020-01-01
DOI
10.1215/15314200-7879035
Open Access
Closed
Topics

Citation Context

Cited by in this index (1)

  1. College English

Cites in this index (1)

  1. Pedagogy
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