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Curriculum Inquiry Volume 26, 1996 - Issue 4
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Original Articles

Five Black Women Teachers Critique Child-Centered Pedagogy: Possibilities and Limitations of Oppositional Standpoints

Annette HenryUniversity of Illinois at ChicagoChicago, Illinois
Pages 363-384 | Published online: 15 Dec 2014

Citations (14)

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Read on this site (3)

Eghosa Obaizamomwan-Hamilton. (2023) We are transformers: on being black, women, and pedagogues. Equity & Excellence in Education 56:4, pages 622-635.
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Sarfaroz Niyozov & Gary Pluim. (2009) Teachers’ Perspectives on the Education of Muslim Students: A Missing Voice in Muslim Education Research. Curriculum Inquiry 39:5, pages 637-677.
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RICHARD TJOMBE TABULAWA . (2004) Geography students as constructors of classroom knowledge and practice: a case study from Botswana. Journal of Curriculum Studies 36:1, pages 53-73.
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Articles from other publishers (11)

Vina Adriany, Hani Yulindrasari & Raden Safrina. (2021) Doing feminist participatory action research for disrupting traditional gender discourses with Indonesian Muslim kindergarten teachers. Action Research 21:4, pages 402-418.
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Jennifer Brant. (2023) Confronting colonial violences in and out of the classroom: Advancing curricular moves toward justice through Indigenous Maternal Pedagogies. Curriculum Inquiry 53:3, pages 244-267.
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Marguerite Anne Fillion Wilson. (2017) Problematizing child-centeredness: Discourses of control in Waldorf education. Global Studies of Childhood 12:2, pages 118-133.
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Vina Adriany & Anette Hellman. 2021. Gender and Education in Politics, Policy and Practice. Gender and Education in Politics, Policy and Practice 147 164 .
Muhammad Solehuddin & Vina Adriany. (2017) Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia. SAGE Open 7:4, pages 215824401773934.
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Annette Henry. (2017) Culturally Relevant Pedagogies: Possibilities and Challenges for African Canadian Children. Teachers College Record: The Voice of Scholarship in Education 119:1, pages 1-27.
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Wayne Au. (2012) The Long March toward Revitalization: Developing Standpoint in Curriculum Studies. Teachers College Record: The Voice of Scholarship in Education 114:5, pages 1-30.
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Rachel Langford. (2010) Critiquing Child-Centred Pedagogy to Bring Children and Early Childhood Educators into the Centre of a Democratic Pedagogy. Contemporary Issues in Early Childhood 11:1, pages 113-127.
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Sarfaroz Niyozov. (2010) Teachers and Teaching Islam and Muslims in Pluralistic Societies: Claims, Misunderstandings, and Responses. Journal of International Migration and Integration / Revue de l'integration et de la migration internationale 11:1, pages 23-40.
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Tamara Beauboeuf-Lafontant. (2016) Womanist Lessons for Reinventing Teaching. Journal of Teacher Education 56:5, pages 436-445.
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Annette Henry. (2016) “Speaking Up” and “Speaking Out”: Examining “Voice” in a Reading/Writing Program with Adolescent African Caribbean Girls. Journal of Literacy Research 30:2, pages 233-252.
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