Deranging English/Education: Teacher Inquiry, Literary Studies, and Hybrid Visions of "English" for 21st Century Schools.

Authors

  • John A. Staunton

DOI:

https://doi.org/10.14507/er.v0.1206

How to Cite

Staunton, J. A. (2015). Deranging English/Education: Teacher Inquiry, Literary Studies, and Hybrid Visions of "English" for 21st Century Schools. Education Review. https://doi.org/10.14507/er.v0.1206

Issue

2009

Section

Reviews

License

Education Review/Reseñas Educativas/Resenhas Educativas is supported by the Scholarly Communications Group at the Mary Lou Fulton Teachers College, Arizona State University. Copyright is retained by the first or sole author, who grants right of first publication to the Education Review. Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Review, the changes are identified, and the same license applies to the derivative work. More details of this Creative Commons license are available at https://creativecommons.org/licenses/by-sa/4.0/

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