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How teachers remember their own childhoods affects how they challenge school inequities

By Lisa Farley, Associate Professor, Education, York University, Canada
Debbie Sonu, Associate Professor, Curriculum and Teaching, Hunter College
Julie C. Garlen, Associate Professor, Childhood and Youth Studies, Carleton University
Sandra Chang-Kredl, Associate Professor in Education, Concordia University

When teachers use memories to examine how schools unequally affect children's life choices and chances on the basis of social identity, they're able to imagine more equitable education.

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