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In this CoLab, co-author/editor Christopher R. Rogers will be joined by members of the Marginal Syllabus team for a conversation that starts with the editor’s introduction to the February 2021 edition of the journal Research in the Teaching of English. Written in the days prior to the 2020 presidential election, amidst dual public health and racial justice pandemics, the article’s brevity belies its provocative power. Reading the article now also offered the team a chance to reconnect with Christopher, himself a long-time Marginal Syllabus partner, for a conversation in which he reflected on social activism, art and poetry, his passion for literacy, and his formative experiences as a student and teacher.
This article is the featured article for June 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion.
LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.
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