knowledge. The progression often occurs with students feeling safe, then safer, and then ultimately brave enough to bring the fullness of their racial being to the class and to the learning process. Students are more likely to embrace and engage in a racially empowering pedagogy when in trusting, civil, and
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Corina van Doodewaard
PE and/or their home/school lives; these PTs subsequently tried to implement empowering pedagogies ( Medcalf & Mackintosh, 2019 ). They constructed “feelings” and the way in “which you are present in or experience the moment” as instruments to combat exclusion. They perceived the educational
