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If teachers are to transcend mono-cultural borders and advocate for social justice in liberatory, critical pedagogical practice, then they must understand the relational and causative ethnogenetic layers of experience for students in the global community. Specifically, accommodating religious pluralism is a challenge facing educators today. Immersing themselves and their students in the lives of others through literary narratives provides one immediate and accessible strategy for exploring ethnogenetic experiences and crossing monocultural borders.
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Huber-Warring et al. (2007) studied this question.
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