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Justice-Forward Teaching: From Detached Learning to Liberation
2020
International Journal for Cross-Disciplinary Subjects in Education
In today's global climate of misinformation, conflict, and parallel realities, a justice-forward approach to teaching and learning blends equity and culturally-responsive pedagogies with experiential approaches that lead to direct action and shifting worldviews. Combining common inclusive teaching practices, North American Indigenous learning practices, learners' cultural capital, nonviolent resistance, and processes of reflection and meaningmaking, the TALLS (Toward a Liberated Learning
doi:10.20533/ijcdse.2042.6364.2020.0530
fatcat:nh5tejsbfnan3neurp65aztt24