Vol. 24 No. 1 (2022): Open Issue

Published: 2022-04-25

Articles (Peer-reviewed)

Theory-to-Practice: Researching Indigenous Education in the United States

Stephanie Masta

1-15
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More than Words: Teacher Candidates Turn and Talk about the Hidden Messages in Children’s Literature

Xochitl Archey

16-26
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“All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom

Jane Mburu

27-46
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International Students’ Lived Experiences with Intercultural Competence in a Southwest Florida University

Clarisse Halpern, Bruno Halpern, Hasan Aydin

47-67
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Exposing White Fragility and White Emotionalities in Hello Privilege. It’s Me, Chelsea

Mary Adu-Gyamfi, Sara B. Demoiny, LaGarrett King, Greg Simmons

68-87
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Fostering Pre-service English Teachers’ Intercultural Awareness through Lesson Designs

Chin-Wen Chien

88-112
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Praxis Articles (Peer-reviewed)

A Pedagogy of Inclusion for All Students: Three Small Steps Forward to Achieve Socially Just Education for All

Dawna Lisa Buchanan, HeeGyoung Song

113-128
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