This article examines the debate surrounding social mobility education in K12 schools, exploring the risks of teaching “class immobility” and advocating for a balance between realism and hope to nurture critical thinking rather than determinism.
This article examines the debate surrounding social mobility education in K12 schools, exploring the risks of teaching “class immobility” and advocating for a balance between realism and hope to nurture critical thinking rather than determinism.
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