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Sonia Palmieri$suffix/text()$suffix/text() & Melissa MacLean$suffix/text()$suffix/text(). (2022) Critical reflection as feminist pedagogy: teaching feminist research in the field. International Feminist Journal of Politics 24:3, pages 439-459.
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Michaela J. Harrison. (2022) Deleuze-inspired action research in the university: mobilising Deleuzian concepts to rethink research on the reflective writing practices of student teachers. Educational Action Research 30:3, pages 395-410.
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Gaby Weiner. (2004) Critical action research and third wave feminism: a meeting of paradigms. Educational Action Research 12:4, pages 631-644.
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Roger Hancock. (1997) Why are class teachers reluctant to become researchers?. Journal of In-Service Education 23:1, pages 85-99.
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Sandra Hollingsworth & Margaret Gallego. (1996) Toward a Collaborative Praxis of Multiple Literacies. Curriculum Inquiry 26:3, pages 265-292.
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Bridget Somekh. (1995) The Contribution of Action Research to Development in Social Endeavours: a position paper on action research methodology. British Educational Research Journal 21:3, pages 339-355.
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Articles from other publishers (3)
Kristina Andersson & Annica Gullberg. (2012) What is science in preschool and what do teachers have to know to empower children?. Cultural Studies of Science Education 9:2, pages 275-296.
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Kristina Andersson. (2010) “It’s Funny that We Don’t See the Similarities when that’s what We’re Aiming for”—Visualizing and Challenging Teachers’ Stereotypes of Gender and Science. Research in Science Education 42:2, pages 281-302.
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Penny Welch. (2007) Feminist pedagogy revisited. LATISS: Learning and Teaching in the Social Sciences 3:3, pages 171-199.
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