Keywords
Posthumanism, poetry, cultural responsiveness, social-emotional learning
DOI
10.15760/nwjte.2022.17.3.25
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/38827
Recommended Citation
Gonzalez, Jordan and Blake, Brett Elizabeth
(2022)
"Disrupting the Hegemonic Practices Way of Knowing: Moving toward a Posthuman Perspective,"
Northwest Journal of Teacher Education: Vol. 17
:
Iss.
3
, Article 25.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.25
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Teacher Education and Professional Development Commons