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Educational Philosophy and Theory Volume 54, 2022 - Issue 13: Paulo Freire Centennial
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Articles

An ecopedagogical, ecolinguistical reading of the Sustainable Development Goals (SDGs): What we have learned from Paulo Freire

Greg William Misiaszeka Institute of Educational Theories, Faculty of Education, Beijing Normal University, Beijing, China;b Paulo Freire Institute, UCLA, Los Angeles, CA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-2622-1656View further author information
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Pages 2297-2311 | Received 08 Sep 2021, Accepted 02 Nov 2021, Published online: 02 Dec 2021

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Nuria Cuenca-Soto, Luis Fernando Martínez-Muñoz, Oscar Chiva-Bartoll & María Luisa Santos-Pastor. (2023) Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences. Teaching in Higher Education 28:5, pages 1057-1076.
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Lauren Ila Misiaszek. (2022) After the party: In the luminous residuals, finding ourselves anew. Educational Philosophy and Theory 54:13, pages 2160-2164.
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Greg William Misiaszek. (2022) Reinventing: Essence and usefulness of Freire’s work for the past and next 100 years*. Educational Philosophy and Theory 54:13, pages 2153-2159.
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Carlos Alberto Torres. (2022) Paulo Freire: Voices and silences1. Educational Philosophy and Theory 54:13, pages 2169-2179.
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Articles from other publishers (2)

Lucila Carvalho, Linda Castañeda & Pippa Yeoman. (2023) The 'Birth of Doubt' and 'The Existence of Other Possibilities': Exploring How the ACAD Toolkit Supports Design for Learning. Journal of New Approaches in Educational Research 12:2, pages 340.
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Greg William Misiaszek. 2023. Encyclopedia of Postdigital Science and Education. Encyclopedia of Postdigital Science and Education 1 7 .

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