Abstract
ABSTRACT The authors examined the preparation experience of Reading and Literacy Leadership Specialist Credential (RLLC) program graduates from minoritized communities. This mixed-method study investigated how literacy leaders of color (LLOC) characterized their educational experience, and examined how this preparation informed their understanding of, and ability to, subvert oppressive practices. Findings include the role of specialized critical educational communities and the need to listen to and learn from equity-minded literacy leaders who draw upon their intersecting social identities and humanizing pedagogies to redefine, rewrite, and recreate.
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