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Abstract

In today’s neoliberal educational climate that puts privatization and profit above children and learning, critical pedagogies are sorely needed so that schools may instead serve as vehicles for social change. Data from research using grounded theory methods with eight P-12 critical educators across the United States were used to construct a framework for teaching for social justice. This framework consists of listening to students’ voices, inserting missing voices, and co-constructing agentic voices.

 

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