Citations (9)
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Ignacio Calderón-Almendros, Jesús J. Moreno-Parra & Eduardo S. Vila-Merino. (2022) Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education. International Journal of Inclusive Education 0:0, pages 1-14.
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Melinda G. Miller. (2014) Productive and inclusive? How documentation concealed racialising practices in a diversity project. Early Years 34:2, pages 146-160.
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Geraldine O’Neill & Sinead McMahon. (2012) Giving student groups a stronger voice: using participatory research and action (PRA) to initiate change to a curriculum. Innovations in Education and Teaching International 49:2, pages 161-171.
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VickiM. Carpenter & Chris Cooper. (2009) Critical action research: the Achievement Group. Educational Action Research 17:4, pages 601-613.
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JeanineM. Staples. (2008)
Hustle & Flow: a critical student and teacher‐generated framework for re‐authoring a representation of Black masculinity. Educational Action Research 16:3, pages 377-390.
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Articles from other publishers (3)
Benji Chang. (2013) Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency. Linguistics and Education 24:3, pages 348-360.
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Violet H. Harada & Joyce Yukawa. 2012. Handbook of Implementation Science for Psychology in Education. Handbook of Implementation Science for Psychology in Education
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Danielle Kohfeldt, Lina Chhun, Sarah Grace & Regina Day Langhout. (2010) Youth Empowerment in Context: Exploring Tensions in School‐Based yPAR. American Journal of Community Psychology 47:1-2, pages 28-45.
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