Editorials

Schooling as bordering practice
Arlo Kempf
Volume 54, Issue 2, 2024
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Deepening the metaphor of writing
Ali Azhar and Rubén Gaztambide-Fernández
Volume 54, Issue 1, 2024
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Of Place and time: Freedom weavings of curricular possibilities
Jennifer Brant and Ligia (Licho) López López
Volume 53, Issue 5, 2023
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Critically considering and conceptualizing social contexts as curriculum
Cassie J. Brownell
Volume 53, Issue 4, 2023
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Creating space amidst violence
Gabrielle Monique Warren and Rubén Gaztambide-Fernández
Volume 53, Issue 3, 2023
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The messiness of putting queerness to work
Lindsay Cavanaugh, Qui Alexander, and Rubén Gaztambide-Fernández
Volume 53, Issue 2, 2023
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Assemblages of nonreproductive spaces and some decolonial possibilities of schooling
Neil Ramjewan and Shashank Kumar
Volume 53, Issue 1, 2023
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Palimpsests for reading politics and reconfiguring power within and beyond learning spaces
Cassie J. Brownell and Arlo Kempf
Volume 52, Issue 5, 2022
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The absent-present curriculum, or how to stop pretending not to know
Rubén Gaztambide-Fernández
Volume 52, Issue 4, 2022
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Toward a pedagogy of solidarity
Rubén Gaztambide-Fernández, Jennifer Brant, and Chandni Desai
Volume 52, Issue 3, 2022
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Education and ecological precarity: Pedagogical, curricular, and conceptual provocations
Fikile Nxumalo, Preeti Nayak, and Eve Tuck
Volume 52, Issue 2, 2022
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Curriculum, more than a journey on a map
Shashank Kumar
Volume 52, Issue 1, 2022
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What teachers know, what teachers do
Diana Barrero Jaramillo and Rubén Gaztambide-Fernández
Volume 51, Issue 5, 2021
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The ongoing crisis and promise of civic education
James Miles
Volume 51, Issue 4, 2021
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Questions of gratitude: Storying transformative and curricular relationships with women’s experiences and lives
Claudia Eppert and Jacqueline Bach
Volume 51, Issue 3, 2021
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Manhaj, or curriculum, broadly defined
Lucy El-Sherif
Volume 51, Issue 2, 2021
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Storytellin’ by the light of the lantern: A polyvocal dialogue turnin’ towards critical Black curriculum studies
Esther O. Ohito and Justin A. Coles
Volume 51, Issue 1, 2021
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Re-imagining difference in the pedagogical encounter
Preeti Nayak and Diana M. Barrero Jaramillo
Volume 50, Issue 5, 2020
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Growing out of childhood innocence
Neil Ramjewan and Julie C. Garlen
Volume 50, Issue 4, 2020
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Are we all in this together? COVID-19, imperialism, and the politics of belonging
Shashank Kumar and Rubén Gaztambide-Fernández
Volume 50, Issue 3, 2020
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Curriculum co-presences and an ecology of knowledges
James Miles and Preeti Nayak
Volume 50, Issue 2, 2020
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Invitations to difference: Refusing white pedagogies of racial inclusions
Neil Ramjewan and Lucy El-Sherif
Volume 50, Issue 1, 2020
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The work of attunement
Diana M. Barrero Jaramillo and Rubén A. Gaztambide-Fernández
Volume 49, Issue 5, 2019
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Disability as meta curriculum: Ontologies, epistemologies, and transformative praxis
Nirmala Erevelles, Elizabeth J. Grace, and Gillian Parekh
Volume 49, Issue 4, 2019
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Historical silences and the enduring power of counter storytelling
James Miles
Volume 49, Issue 3, 2019
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“Imagining and building what could be”: An intergenerational conversation inspired by Allan Luke's scholarship, teaching, and activism
Jason Brennan, Rob Simon, and Tara Goldstein
Volume 49, Issue 2, 2019
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“To wake up our minds”: The re-enchantment of praxis in Sylvia Wynter
Nathan Snaza and Aparna Mishra Tarc
Volume 49, Issue 1, 2019
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Between orders and others
Rubén Gaztambide-Fernández
Volume 48, Issue 5, 2018
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Multiple resonances of curriculum as lived
Neil T. Ramjewan and Elena V. Toukan
Volume 48, Issue 4, 2018
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Publishing as pedagogy: Essays from the 2017 Curriculum Inquiry Writers’ Retreat
Neil T. Ramjewan, Christy Guthrie, and Rubén Gaztambide-Fernández
Volume 48, Issue 3, 2018
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The politics of curriculum reforms in Asia: Inter-referencing discourses of power, culture and knowledge
Leonel Lim and Michael W. Apple
Volume 48, Issue 2, 2018
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Desirable and disposable: Educative practices and the making of (non) citizens
Brenda N. Sanya, Karishma Desai, Durell M. Callier, and Cameron McCarthy
Volume 48, Issue 1, 2018
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Pedagogies of time, place, and identification
Elena V. Toukan and Rubén Gaztambide-Fernández
Volume 47, Issue 5, 2017
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The tyranny of "ability"
Gillian Parekh
Volume 47, Issue 4, 2017
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Tracing and countering the "hidden"
Rubén Gaztambide-Fernández
Volume 47, Issue 3, 2017
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On knowledge and knowing
Rubén Gaztambide-Fernández and Alexandra Arráiz Matute
Volume 47, Issue 2, 2017
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Shifting borders and sinking ships: What (and who) is transnationalism “good” for?
Elena V. Toukan, Rubén Gaztambide-Fernández, and Sardar M. Anwaruddin
Volume 47, Issue 1, 2017
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How does it feel: On emotional memory and difficult knowledge in education
Christy Guthrie
Volume 46, Issue 5, 2016
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Youth subjectification and resistance in the settler state
Shawna Marie Carroll and Rubén Gaztambide-Fernández
Volume 46, Issue 4, 2016
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The child in question: Childhood texts, cultures, and curricula
Lisa Farley and Julie C. Garlen
Volume 46, Issue 3, 2016
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“We're all stories in the end”: On the narratives that (un)make us
Alexandra Arráiz Matute
Volume 46, Issue 2, 2016
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Slipping around in curriculum studies: (Re)views from new scholars
Sardar M. Anwaruddin and Rubén Gaztambide-Fernández
Volume 46, Issue 1, 2016
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The unruly curricula of the ruling class
Leila Angod
Volume 45, Issue 5, 2015
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Ordering Others
Neil T. Ramjewan and Rubén Gaztambide-Fernández
Volume 45, Issue 4, 2015
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Thinking beyond the human
Rubén Gaztambide-Fernández
Volume 45, Issue 3, 2015
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Religious pluralism in school curriculum: A dangerous idea or a necessity?
Sardar M. Anwaruddin and Rubén Gaztambide-Fernández
Volume 45, Issue 2, 2015
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Creation as participation/participation as creation: Cultural production, participatory politics, and the intersecting lines of identification and activism
Rubén Gaztambide-Fernández and Alexandra Arráiz Matute
Volume 45, Issue 1, 2015
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Featured Open Access and Free Access Articles

Global citizenship education in Europe: Taking up the (hum)Man in teacher education in England
Marta da Costa, Chris Hanley, and Edda Sant
Volume 54, Issue 2, 2024
Abstract: This article explores possibilities for challenging liberal humanism, often expressed through cosmopolitanism, in global citizenship education (GCE) in European contexts, specifically England. Thinking with Sylvia Wynter’s genealogy of the creation and universal imposition of Man as the dominant descriptive statement for the human and Walter Mignolo’s critique of European cosmopolitanism, our research aimed to (1) understand how Euro-western liberal descriptions of humanity account for harmful legacies in GCE and (2) explore the possibilities offered from within this dominant imaginary to work against it and push it towards thinking and doing GCE otherwise. To do this, we “plugged in” Wynter’s concepts of Man1 (the rational subject of the state) and Man2 (the [neo]liberal subject of the nation) to data collected from interviews with pre-service secondary school teachers in the humanities (English, modern foreign language, and history). Through this exercise we noticed discursive mechanisms by which Man sustains liberal humanism across the different disciplines and frames GCE largely through cosmopolitan notions of responsibility towards distant others and cultural competence. Nevertheless, we found the epistemic tools inherited from Man1 and traditionally used in the humanities can offer a starting point for different, albeit limited, engagements in GCE. These tools can be productively used to look for and interrogate tensions and contradictions within the dominant imaginary of Man and learn from perspectives and expressions of the human outside of its dominant descriptive statement. We conclude that Wynter’s “embattled humanism” offers a pedagogical tool for GCE in teacher education and draw implications for further research.

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The nomencurriculum and the tight curricular space of name(s)
Kyle L. Chong (張陳創庭)
Volume 54, Issue 1, 2024
Abstract: To read this article, it is important to know that I am a transnational (but not transracial) adoptee and that my Taiwanese birth mother hoped my adoption would give me a “better” life in the United States. I present three interconnected arguments that introduce the concept of a nomencurriculum. The first argument is that my and others’ names are infused with multiple ideologies and aspirations. Second, I contend that names are part of a lived curriculum. Lastly, I assert that names are an analytical lens that allows me to examine lived curricula that emerges from names and namings. I do so by studying my own three namings using AsianCrit and decolonial analyses as well as how each (my English given name, Cantonese given name, and Mandarin given/chosen name) represents attempts at assimilation, erasure, and reclamation, respectively. I use critical race archival analyses and rememory of documents from my own adoption case files from Taipei District Court, the Superior Court of California, and a family study of my parents—the only extant records of my namings. Through my examination of my lived and school curricula, I highlight the global contexts and power dynamics that impact students’ self-knowledge and their resistance against official discourses. This article, then, elucidates the analytic possibility of a nomencurriculum, which contributes to the field of curriculum studies by considering the power of names and namings. The nomencurriculum provides a way for individuals to engage with their lived curricula within formalized educational spaces that tighten their senses of self and often reinforce state-sanctioned narratives.

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Mobilizing femme pedagogy in sexuality education in New Brunswick, Canada
Casey Burkholder and Melissa Keehn
Volume 54, Issue 1, 2024
Abstract: What might femme pedagogy offer to sexuality education? Inspired by Jessica Fields’s (2023) observation that femme pedagogies create intellectual, powerful, and intimate possibilities marked by love and care, we theorize how a femme pedagogy might be used to disrupt the cis-heteronormative, deficit spaces of conventional sexuality education. Centrally, we expand this pedagogy through four key concepts that routinely appear in our own sexuality research and teaching as two queer femmes: bodies, desire, joy, and love and care. In our analysis, we incorporate visual data we created alongside pre-service teachers who we taught in the course Comprehensive Sexuality Education Methods at a university in New Brunswick, Canada in 2023. We describe how art production informs what femme pedagogy looks like in our own sexuality education practice. We suggest that femme pedagogy can be used to mobilize and highlight queer sexualities in sensuous, imaginative, and creative ways—calling upon us to reconsider what sexuality education could be otherwise.

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Fragments of reaching home: Curriculum as embodied lived experiences in a transnational Indigenous educational journey
Rey Hady
Volume 53, Issue 5, 2023
Abstract: To reclaim Indigenous epistemologies and Indigenous ways of producing knowledge (e.g., Shahjahan, 2005b; Smith, 2013), I use a series of vignettes, short biographical reflections, photographic narratives, poetry, journal entries, and memoir to explore what curriculum as embodied lived experiences (e.g., Au et al., 2016; Gonzales, 2015; He, 2003) might look like for transnational Indigenous peoples. Specifically, I use multimedia storytelling to share my lived experiences as an Uyghur woman as well as my process of healing my wounds through story medicines (K. Anderson, 2011). While my lived experiences are the sources of my theorizing in this article, these stories are not mine alone. I suspect my feelings will resonate with others who share similar political challenges to mine, and join the conversation of what it means to be an Uyghur in the current global landscape. This article constitutes a reflection on an emerging transnational curriculum of Uyghurness through an arts-based inquiry. The practices of curating the fragments of multimedia life-writing activities that shape this transnational curriculum have helped me better understand what education can be for the local Uyghur people and Uyghurs in the diaspora who have been, who are, and who have yet to (be)come.

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(Re)charging Queer Indigenous zones: Pedagogical hub-making with the Land of the Spirit Waters
Pablo Montes
Volume 53, Issue 5, 2023
Abstract: This article situates the multiple formations of pedagogical hubs that Two-Spirit, Queer, and Trans (2S/Q/T) Indigenous educators co-constitute with the Land of the Spirit Waters (central and south Texas, United States). Through these pedagogical hubs, 2S/Q/T Indigenous educators are re-constituting a Queer Indigenous cosmology bonded intimately with their relationships with the Land, ceremony, community, and other 2S/Q/T people. Guided by these relationalities, they come together to teach, create, and sustain 2S/Q/T Indigenous subjectivities, as, within specific Indigenous communities, gender and sexuality can often be seen in rigid and impenetrable ways. One of these pedagogical hubs is a Queer and youth-led Danza Mexica (Aztec dancing) group in Austin, Texas. In learning with the Land, I co-theorize with the concept of the recharge zone, an area in which Water runoff accumulates within a particular region, fills the aquifer below, and later emerges as springs that give life to the area. I argue that 2S/Q/T Indigenous people are mirroring these geological processes because their acts of gathering, much like a recharge zone, give life to a region marked by cis-heteropatriarchy and the enduring remnants of settler sexualities. Thus, the process of (re)charging Queer Indigenous zones presents multiple registers of epistemology and learning with the Land and demonstrates how 2S/Q/T Indigenous people co-create and fortify dreams, stories, experiences, and futures that have always already been Queer.

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Shitposting as public pedagogy
Peter J. Woods
Volume 53, Issue 4, 2023, pages 359–380
Abstract: In response to the growing ubiquity of social media, critical media literacy scholars have increasingly called for the examination of online practices and their embedded pedagogies and curricula. In response, I use this paper to reimagine shitposting, a discursive social media practice, as a form of public pedagogy aligned (at times) with critical media literacy education. I begin by engaging extant research to both define shitposting and position the practice beyond the neofascist ends of the alt-right movement that most scholars focus on. Examining this alignment through the lens of critical media literacy, I argue that shitposting exists as an online pedagogical technology that can potentially reorient the network of relationships within social media spheres and expand the possible range of identities for those involved. To illustrate this argument, I conclude with a close reading of posts from two Twitter accounts: dril, an anonymous user who has managed to inform political discourse through his shitposts, and the corporate account for the Sunny Delight Beverage Corporation. I describe how tweets from these accounts engage shitposts in divergent ways. In doing so, I contend that these tweets reveal shitposting’s potential for contributing to the democratic aims of critical media literacy education, but the appropriation of that practice by large corporations and individuals imbued with political power jeopardize that already fraught potential.

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Confronting colonial violences in and out of the classroom: Advancing curricular moves toward justice through Indigenous Maternal Pedagogies
Jennifer Brant
Volume 53, Issue 3, 2023, pages 244–267
Abstract: This article documents ongoing encounters with colonial violence throughout education by offering a glimpse into the ways I experience this as a racialized faculty member who teaches courses related to anti-Indigenous racism. It extends Indigenous Maternal Pedagogies and engages theorists who identify colonial violence as structurally embedded throughout education. This article advances curricular moves toward justice through Indigenous Maternal Pedagogies to explore the lessons that can be gleaned from teaching a graduate seminar on colonial violences in education. The course served as a pedagogical site for critical and unsettling conversations as students were prompted to reckon with their own positionalities as they relate to settler colonialism, consider how violence happening outside of classroom spaces is manifested and reproduced in schools, and think critically about educational responses to ongoing colonial violences. By enacting Indigenous Maternal Pedagogies, the course also became a site for liberatory praxis through the co-creation of an ethical space for engagement. The intention of the course was to prompt socio-political action beyond the classroom. Moreover, extending bell hooks’s sentiment that the classroom, despite its limitations, remains a site of possibility, Indigenous Maternal Pedagogies transcend classrooms spaces, as sites of resistance, to call for the change our current political moment demands.

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Media education and the limits of “literacy”: Ecological orientations to performative platforms
T. Philip Nichols and Robert Jean LeBlanc
Volume 51, Issue 4, pages 389–412 
Abstract: Recently, talk of “fake news”—and its relation to wider epistemic crises, from climate denialism to the creep of global ethno-nationalism—has renewed attention to media literacy in education. For some, revived discussions of media literacy offer protection (e.g., strategies for identifying and critiquing media bias and misinformation). For others, they offer empowerment (e.g., equipping youth to produce media messages that challenge misinformation or represent marginalized perspectives). In this article, we consider how such approaches, while often generative, retain a focus of media pedagogy that centers the actions of individual humans—namely, “literacies,” or practices associated with the interpretation or creation of media texts. This orientation, we suggest, elides more distributive agencies, human and nonhuman, that animate contemporary media contexts and their usage: the imbrication of material (hardware), aesthetic (interfaces), computational (algorithms), and regulatory (protocols/defaults) actors with wider networks of institutional governance and political economy. Drawing from theories of scalar assemblages, posthumanist performativtity, and platform studies, we demonstrate how an alternate orientation to media pedagogy—one grounded in “ecology” rather than “literacy”—provides a wider repertoire of resources for navigating contemporary media environments, including (but not limited to) the challenges wrought by post-truth politics. Importantly, we suggest that an orientation of “civic media ecology” does not obviate traditional representational concerns of media literacy, but augments them by making legible the performative entanglements that constitute and animate processes of media production and consumption.

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Drag pedagogy: The playful practice of queer imagination in early childhood
Harper Keenan and Lil Miss Hot Mess
Volume 50, Issue 5, 2020, pages 440–461 
Abstract: In recent years, a programme for young children called Drag Queen Story Hour (DQSH) has risen to simultaneous popularity and controversy. This article, written collaboratively by an education scholar and a drag queen involved in organizing DQSH, contextualizes the programme within the landscape of gender in education as well as within the world of drag, and argues that Drag Queen Story Hour provides a generative extension of queer pedagogy into the world of early childhood education. Drawing on the work of José Esteban Muñoz, the authors discuss five interrelated elements of DQSH that offer early childhood educators a way into a sense of queer imagination: play as praxis, aesthetic transformation, strategic defiance, destigmatization of shame, and embodied kinship. Ultimately, the authors propose that “drag pedagogy” provides a performative approach to queer pedagogy that is not simply about LGBT lives, but living queerly.

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Learning connected civics: Narratives, practices, infrastructures
Mizuko Ito, Elisabeth Soep, Neta Kligler-Vilenchik, Sangita Shresthova, Liana Gamber-Thompson, and Arely Zimmerman
Volume 45, Issue 1, 2015, pages 10–29
Abstract: Bringing together popular culture studies and sociocultural learning theory, in this paper we formulate the concept of “connected civics,” grounded in the idea that young people today are engaging in new forms of politics that are profoundly participatory. Often working in collaboration with adult allies, they leverage digital media and emerging modes of connectivity to achieve voice and influence in public spheres. The rise of participatory politics provides new opportunities to support connected civics, which is socially engaged and embedded in young people's personal interests, affinities, and identities.

We posit three supports that build consequential connections between young people's cultural affinities, their agency in the social world, and their civic engagement: 1. By constructing hybrid narratives, young people mine the cultural contexts they are embedded in and identify with for civic and political themes relevant to issues of public concern. 2. Through shared civic practices, members of affinity networks lower barriers to entry and multiply opportunities for young people to engage in civic and political action. 3. By developing cross-cutting infrastructure, young people–often with adults–institutionalize their efforts in ways that make a loosely affiliated network into something that is socially organized and self-sustaining.

Drawing from a corpus of interviews and case studies of youth affinity networks at various sites across the US, this paper recasts the relationship between connected learning, cultural production, and participatory politics.

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