Citations (28)
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Shannon K. McManimon. (2023) ‘It's too boring now’: restor(y)ing research while rereading resistance with Da’uud. International Journal of Qualitative Studies in Education 36:8, pages 1612-1626.
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Teresa Sosa, Allison H. Hall & Mark Latta. (2023) Resistance to the infrastructure that governs local literacy and social practices in an English classroom. Pedagogies: An International Journal 18:1, pages 115-134.
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Brianna L. Kennedy, Melanie M. Acosta & Olivia Soutullo. (2019) Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school. Race Ethnicity and Education 22:1, pages 130-149.
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Teresa Sosa & Mark Latta. (2019) “What are We Trying to Accomplish?”: Student Resistance as Racial Wisdom. Equity & Excellence in Education 52:1, pages 108-128.
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Marisa Barnhart. (2018) Oppositional Defiant Disorder: The Psy Apparatuses and Youth Resistance. Journal of Progressive Human Services 29:1, pages 6-27.
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Janean Robinson & John Smyth. (2016) ‘Sent out’ and Stepping Back In: stories from young people ‘placed at risk’. Ethnography and Education 11:2, pages 222-236.
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Brianna L. Kennedy-Lewis, Amy S. Murphy & Tanetha J. Grosland. (2016) Using narrative inquiry to understand persistently disciplined middle school students. International Journal of Qualitative Studies in Education 29:1, pages 1-28.
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Articles from other publishers (21)
Jade Nixon, Sefanit Habtom & Eve Tuck. (2022) Rupture, not injury: reframing repair for Black and Indigenous youth experiencing school pushout. Journal of Visual Culture 21:1, pages 132-160.
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Tawanda Runhare, James Bill Ouda, Maria Tsumbedzo Vele & Ndileleni Mudzielwana. (2021) School–community interventions to curb learner dropout: The perceptions of key education stakeholders in a rural South African school neighbourhood. International Review of Education 67:5, pages 591-610.
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Isaiah Zukowski, Zachary Parker, Daisy Shetterly & Kimberly Valle. (2021) Public health crises compounded: A high school equivalency context in the time of a pandemic. International Review of Education 67:1-2, pages 31-52.
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Tara M. Brown, Alice L. J. Cook & Jesus Santos. (2019) Reconceptualizing Risk and High School Noncompletion: The Case of Latina/o Ninth-Grade Leavers in an Urban School. Teachers College Record: The Voice of Scholarship in Education 121:7, pages 1-32.
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Gulzar R. Charania. (2019) Revolutionary love and states of pain: The politics of remembering and almost forgetting racism. Women's Studies International Forum 73, pages 8-15.
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