Abstract
English teachers in Texas face numerous issues that seek to undermine their best practices in democratic teaching. These include censorship of books, limitations on curriculum, and constraints on the freedom to speak on certain topics. This political culture inspires fear, uncertainty, and ultimately division between my own existence as a female English teacher and the literary experiences I am allowed to provide my female students, causing a schism in my instructor identity. This Deweyan theoretical assessment of a literacy instructor’s dualities of identity explores a temporal juxtaposition of being and doing and examines the implications for maintaining a democratically driven classroom.
Project Muse URL
https://muse.jhu.edu/pub/60/article/995384
Recommended Citation
Tharp, Staci L.
(2025)
"A Deweyan Feminist Duality: The Body and the Book in a Censored Literacy Classroom,"
Education and Culture: Vol. 41
:
Iss.
2,
Article 6.
DOI: https://doi.org/10.7771/1559-1786.1978
