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  1. Home /
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  3. Vol. 24 No. 1 (2022): Open Issue

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
    • PDF
  • More than Words: Teacher Candidates Turn and Talk about the Hidden Messages in Children’s Literature

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

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

    Clarisse Halpern, Bruno Halpern, Hasan Aydin
    47-67
    • PDF
  • 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
    • PDF
  • Fostering Pre-service English Teachers’ Intercultural Awareness through Lesson Designs

    Chin-Wen Chien
    88-112
    • PDF

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
    • PDF

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