Abstract

This article examines the pervasive disciplinary commonplace that it's imperative to know students. Posing questions about what it means to know students, the essay recommends ways to acquire useful knowledge about students—typically a long-term process—under conditions of insufficient time.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 175-182
Launched on MUSE
2009-12-06
Open Access
No
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