The Abundance of Knowledge and the Shortage of Activism: Engaging in Academic Activism to Confront Teacher Certification Exams
AbstractThis article identifies teacher certification exams as a barrier to certification, especially for teacher candidates of color. The research process models activism as a necessary step in solcial justice research. Using the author's activist experience, the article serves as a model for mitigating immediate student needs while challenging larger structures that perpetuate inequalities.
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