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Daniel Martos-García & Wenceslao García-Puchades. (2023) Emancipation or simulation? The pedagogy of ignorance and action research in PETE. Physical Education and Sport Pedagogy 28:1, pages 43-55.
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Soon Ye Hwang. (2022) Time we do not have: The challenges of silence in an emancipatory, conversation-oriented curriculum. Educational Philosophy and Theory 54:14, pages 2520-2531.
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Articles from other publishers (6)
Ingvill Bjørnstad Åberg. (2023) How the notion of epistemic injustice can mitigate polarization in a conversation about cultural, ethnic, and racial categorizations. Journal of Philosophy of Education 57:4-5, pages 983-1003.
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Daniel Martos Garcia & Wenceslao García Puchades. (2023) La evaluación participativa y la negociación con el alumnado: una propuesta basada en la Pedagogía de la Ignorancia. REDU. Revista de Docencia Universitaria 21:1, pages 129-146.
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Thomas Delahunty & Richard Kimbell. (2021) (Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity. British Educational Research Journal 47:3, pages 742-769.
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Sardar M. Anwaruddin. (2018) Translanguaging as Transformative Pedagogy: Towards a Vision of Democratic Education. Revista Brasileira de Linguística Aplicada 18:2, pages 301-312.
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