“I'm Writing to Teach Those Who Do Not Know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students' Expertise

Patricia C. Paugh

doi:10.1007/978-981-19-3532-9_2

“I'm Writing to Teach Those Who Do Not Know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students' Expertise

Patricia C. Paugh

Curriculum & Instruction

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Original language	English
Title of host publication	Intersections of Diversity, Literacy, and Learner Difficulties
Subtitle of host publication	Conversations between Teacher, Students and Researchers
Publisher	Springer Nature
Pages	15-33
Number of pages	19
ISBN (Electronic)	9789811935329
ISBN (Print)	9789811935312
DOIs	https://doi.org/10.1007/978-981-19-3532-9_2
State	Published - Jan 1 2022

ASJC Scopus Subject Areas

General Social Sciences
General Psychology

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10.1007/978-981-19-3532-9_2

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“I'm Writing to Teach Those Who Do Not Know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students' Expertise. / Paugh, Patricia C.
Intersections of Diversity, Literacy, and Learner Difficulties: Conversations between Teacher, Students and Researchers. Springer Nature, 2022. p. 15-33.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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“I'm Writing to Teach Those Who Do Not Know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students' Expertise

ASJC Scopus Subject Areas

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