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Direct linkFritzsche, Lauren – Journal of Geography in Higher Education, 2022
Geographers have long advocated for decolonizing geographic research and curriculum to produce forms of anti-oppressive knowledge and learning. While these calls have become more prominent in recent years, these conversations are rarely translated into a reflection on pedagogy and how we integrate anti-oppressive teaching in the classroom. This…
Descriptors: Teaching Methods, Power Structure, Geography Instruction, Metacognition
