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dc.contributor.authorYoung, Jemimah L.
dc.contributor.authorFoster, Marquita D.
dc.contributor.authorHines, Dorothy E.
dc.date.accessioned2018-07-31T02:45:47Z
dc.date.available2018-07-31T02:45:47Z
dc.date.issued2018-07
dc.identifier.citationYoung, J.L., Foster, M.D., & Hines, D.E. (2018). Even Cinderella Is White: (Re)Centering Black Girls’ Voices as Literacies of Resistance. English Education Journal, 107.6: 102–108.
dc.identifier.urihttp://hdl.handle.net/1808/26676
dc.description.abstractThe authors describe using counter fairy tales to (re)center the voices of Black girls as literacies of resistance in English education.en_US
dc.publisherNational Council of Teachers of Englishen_US
dc.relation.isversionofhttp://ncte.org/library/NCTEFiles/Resources/Journals/EJ/1076-jul18/EJ1076Jul18Even.pdfen_US
dc.rightsCopyright 2018, National Council of Teachers of English. All rights reserved.en_US
dc.subjectSocial justiceen_US
dc.subjectCulturally responsive teachingen_US
dc.subjectBlack girls' literaciesen_US
dc.subjectCounter fairy talesen_US
dc.subjectFairy talesen_US
dc.titleEven Cinderella Is White: (Re)Centering Black Girls’ Voices as Literacies of Resistanceen_US
dc.typeArticleen_US
kusw.kuauthorHines, Dorothy E.
kusw.kudepartmentEducationen_US
dc.identifier.orcidhttps://orcid.org/0000-0002-9600-7519
kusw.oaversionScholarly/refereed, publisher versionen_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccessen_US


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