Citations (24)
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Noah Asher Golden. (2023) “Why Should I Bother if the School Didn’t Bother with Me?”:
Navigating the Effects of Subtractive Schooling in an Alternative Learning Program. Journal of Latinos and Education 22:4, pages 1761-1775.
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Kaitlin Popielarz & Aaron Galliher. (2023) Developing accountability and responsibility: How teacher candidates experience and conceptualize community-based pedagogy in the social studies. Theory & Research in Social Education 51:1, pages 100-127.
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Paul Mihailidis & Adam Gamwell. (2022) Designing Engagement in Local News: Using FOIA Requests to Create Inclusive Participatory Journalism Practices. Journalism Practice 16:5, pages 828-847.
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Kaitlin E. Popielarz. (2022) “Change your approach”: how youth organizers, adult allies, and teacher candidates engage in the praxis of community-based pedagogy within teacher education. International Journal of Qualitative Studies in Education 0:0, pages 1-23.
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Aydin Bal, Kemal Afacan, Tremayne Clardy & Halil Ibrahim Cakir. (2021) Inclusive Future Making: Building a Culturally Responsive Behavioral Support System at an Urban Middle School with Local Stakeholders. Cognition and Instruction 39:3, pages 275-305.
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Ava Jackson. (2021) Design principles as cultural artifacts: Pedagogical improvisation and the bridging of critical theory and teaching practice. Mind, Culture, and Activity 28:1, pages 61-81.
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José W. Meléndez. (2021) Latino immigrants in civil society: Addressing the double-bind of participation for expansive learning in participatory budgeting. Journal of the Learning Sciences 30:1, pages 76-102.
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Natalie R. Davis & Janelle Schaeffer. (2019) Troubling Troubled Waters in Elementary Science Education: Politics, Ethics & Black Children’s Conceptions of Water [Justice] in the Era of Flint. Cognition and Instruction 37:3, pages 367-389.
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Roberto Santiago de Roock & Mark Baildon. (2019) MySkillsFuture for Students, STEM Learning, and the Design of Neoliberal Citizenship in Singapore. Cognition and Instruction 37:3, pages 285-305.
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Thomas M. Philip, Ayush Gupta, Andrew Elby & Chandra Turpen. (2018) Why Ideology Matters for Learning: A Case of Ideological Convergence in an Engineering Ethics Classroom Discussion on Drone Warfare. Journal of the Learning Sciences 27:2, pages 183-223.
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Thomas M. Philip, Megan Bang & Kara Jackson. (2018) Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship. Cognition and Instruction 36:2, pages 83-88.
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Adam Poole. (2017) “I want to be a furious leopard with magical wings and super power”: Developing an ethico-interpretive framework for detecting Chinese students’ funds of identity. Cogent Education 4:1.
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Dosun Ko, Aydin Bal, Sumin Lim & Linda Orie. Fugitive future making: Empowering voices, amplifying sociopolitical imaginations, and designing transformative futures. Review of Education, Pedagogy, and Cultural Studies 0:0, pages 1-28.
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Articles from other publishers (10)
Zachary D. Ryan & David DeLiema. (2023) Reflections on sustained debugging support: conjecture mapping as a point of departure for instructor feedback on design. Instructional Science 51:6, pages 1043-1078.
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Caitlin C. Farrell, Corinne Singleton, Kristina Stamatis, Robbin Riedy, Paula Arce-Trigatti & William R. Penuel. (2022) Conceptions and Practices of Equity in Research-Practice Partnerships. Educational Policy 37:1, pages 200-224.
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Halil Ibrahim Cakir, Aydin Bal, Yrjö Engeström & Annalisa Sannino. (2022) Contradictions as an entry into inclusive systemic design: Addressing racial disparities in the discipline at an urban middle school. Learning, Culture and Social Interaction 35, pages 100641.
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Rohit Mehta & Danah Anne Henriksen. (2022) To Democratize, First Decolonize: Approaches Beyond Eurocentric and Colonial Epistemologies in Creativity. Review of Research in Education 46:1, pages 105-133.
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Thomas M. Philip, Sonal Patel, Kyle Beckham, Nives Wetzel De Cediel, Jacob Disston, Elisa Salasin & Sarah R. Altshcul. (2022) Program Redesign Toward Democratic Teacher Education. Teachers College Record: The Voice of Scholarship in Education 124:3, pages 89-114.
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Joe Curnow, Amil Davis & Lila Asher. (2018) Politicization in Process: Developing Political Concepts, Practices, Epistemologies, and Identities Through Activist Engagement. American Educational Research Journal 56:3, pages 716-752.
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Peter Goodyear. 2019. Networked Professional Learning. Networked Professional Learning
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Ann M. Ishimaru. (2018) Re-imagining turnaround: families and communities leading educational justice. Journal of Educational Administration 56:5, pages 546-561.
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Aydin Bal, Kemal Afacan & Halil Ibrahim Cakir. (2018) Culturally Responsive School Discipline: Implementing Learning Lab at a High School for Systemic Transformation. American Educational Research Journal 55:5, pages 1007-1050.
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Ronnel B. King, Dennis M. McInerney & Riddhi J. Pitliya. (2018) Envisioning a Culturally Imaginative Educational Psychology. Educational Psychology Review 30:3, pages 1031-1065.
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