Abstract
ABSTRACT This special issue questions current notions and practices of “professionalism” in TPC. Professionalism – whether an identity, a status, or a set of behaviors or conventions – continues to be constructed in white supremacist, ableist, heteronormative, and classist frameworks. The authors in this issue work to reimagine what professionalism means in our classrooms, workplaces, and communities by critiquing the professional practices that uphold oppressive and exploitative structures, inspiring just action and new futures.
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