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Two UW undergraduates use their experiences in classrooms to present two theses. First, a professor devoted to praxis must reframe and question the ways they anticipate marginalized students before they enter a classroom. A discourse of “accommodations” values the prestige afforded by the presence of marginalized students over the quality of education offered, and suppresses opportunities to radically change teaching. Second, these students argue that praxis must be political. Due to the violent structure and history of higher education, educators must adopt an aggressive politics of resistance to begin the process of creating safe spaces for marginalized students or studies.
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