Abstract

Abstract:

Using a case study of a Christian college student, this article develops a framework for understanding when and why students may choose to perform neutrality. The author argues that students may choose this form of “invisible” resistance in an effort to mitigate perceived power imbalances within an educational ecology.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 59-71
Launched on MUSE
2020-01-14
Open Access
No
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