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Abstract

Fennimore confronts the deficit-based talk prevalent in many schools serving marginalized students in “Say that the River Turns.” She argues that teaching for social justice begins by replacing deficit-based talk with clearly articulated intentions that subsequently transform into actions.

Author Biography

Beatrice S. Fennimore has focused over 25 years of university teaching, activism, and scholarship on areas related to child advocacy, social policy, public school equity, social justice, and multicultural/anti-bias education. A professor at Indiana University of Pennsylvania, her publications include Child Advocacy for Early Childhood Educators (1989), Talk Matters: Refocusing the Language of Public Schooling (2000), and Standing Up for Something Every Day: Ethics and Justice in Early Childhood Classrooms (2014).

 

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