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Joana Duarte, Eduardo García-Jimenez, Sarah McMonagle, Antje Hansen, Barbara Gross, Nikolett Szelei & Ana Sofia Pinho. (2023) Research priorities in the field of multilingualism and language education: a cross-national examination. Journal of Multilingual and Multicultural Development 44:1, pages 50-64.
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Aitor Gómez-González, Juana Maria Tierno-García & Sandra Girbés-Peco. (2022) “If they made it, why not me?” increasing educational expectations of Roma and Moroccan immigrant families in Spain through family education. Educational Review 0:0, pages 1-20.
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Emma M. McMain. (2022) ‘I feel proud because I made them stop fighting’: boys’ affective-discursive practices of discouraging physical aggression. Gender and Education 34:4, pages 462-477.
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Julian Schaap & Pauwke Berkers. (2020) “Maybe it’s … skin colour?” How race-ethnicity and gender function in consumers’ formation of classification styles of cultural content. Consumption Markets & Culture 23:6, pages 599-615.
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Michael S. Merry & Willem Boterman. (2020) Educational inequality and state-sponsored elite education: the case of the Dutch gymnasium. Comparative Education 56:4, pages 522-546.
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Talitha Stam. (2020) Losing white privilege? Exploring whiteness as a resource for ‘white’ Dutch girls in a racially diverse school. Whiteness and Education 5:2, pages 195-210.
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Richard A. Orozco. (2019) White innocence as an investigative frame in a schooling context. Critical Studies in Education 60:4, pages 426-442.
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Harry Pettit & Wiebe Ruijtenberg. (2019) Migration as hope and depression: existential im/mobilities in and beyond Egypt. Mobilities 14:5, pages 730-744.
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Reva Jaffe-Walter. (2019) Ideal liberal subjects and Muslim “Others”: liberal nationalism and the racialization of Muslim youth in a progressive Danish school. Race Ethnicity and Education 22:2, pages 285-300.
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Simone Vogelaar, Anne C. Miers, Nadira Saab, Amanda W. G. van Loon, Hanneke E. Creemers, Jessica J. Asscher & P. Michiel Westenberg. (2023) Self-Reported Stressors in Early Adolescence: The Role of Educational Track and Ethnic Background. The Journal of Early Adolescence.
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Ceren S. Abacioglu, Sacha Epskamp, Agneta H. Fischer & Monique Volman. (2023) Effects of multicultural education on student engagement in low- and high-concentration classrooms: the mediating role of student relationships. Learning Environments Research.
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Se Woong Lee & Xinyi Mao. (2020) Recruitment and selection of principals: A systematic review. Educational Management Administration & Leadership 51:1, pages 6-29.
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Jina Yoon, Chunyan Yang & Marie L. Tanaka. 2023. School Violence and Primary Prevention. School Violence and Primary Prevention
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Çetin Çelik. (2022) How tracking gets under the skin: German education system and social consciousness of Turkish descent students in basic secondary school tracks. Ethnicities 22:6, pages 904-921.
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Reza Nakhaie. (2021) Discrimination, Psychological Isolation, and Flight from School. Journal of International Migration and Integration 23:3, pages 1515-1541.
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Ceren S. Abacioglu, Agneta H. Fischer & Monique Volman. (2022) Professional development in multicultural education: What can we learn from the Australian context?. Teaching and Teacher Education 114, pages 103701.
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Emma Degroote & Mieke Van Houtte. (2020) Sense of Futility as Subject of Disciplinary Action: Do Students With Negative Attitudes Toward the Educational System Get Disciplined More Often?. Behavioral Disorders 47:3, pages 155-165.
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Gamze İnan-Kaya & Christine M. Rubie-Davies. (2022) Teacher classroom interactions and behaviours: Indications of bias. Learning and Instruction 78, pages 101516.
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Ceren Su Abacioglu, Monique Volman & Agneta H. Fischer. (2019) Teacher interventions to student misbehaviors: The role of ethnicity, emotional intelligence, and multicultural attitudes. Current Psychology 40:12, pages 5934-5946.
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Maria Luce Sijpenhof. (2020) Constructing race in white spaces of Dutch education (1968–2017). History of Education Review 50:2, pages 115-129.
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Sauro Civitillo, Linda P. Juang & Maja K. Schachner. (2021) Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachersÄhnlichkeiten hervorheben oder Unterschiede ignorieren? Unterschiedliche Formen der Color-Evasion-Ideologie bei Lehramtsstudierenden und Lehrkräften. Zeitschrift für Erziehungswissenschaft 24:1, pages 135-153.
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Hilary Lustick, Christine Norton, Sonia Rey Lopez & Jennifer H Greene-Rooks. (2020) Restorative Practices for Empowerment: A Social Work Lens. Children & Schools 42:2, pages 89-97.
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Michael S. MerryMichael S. Merry. 2020. Educational Justice. Educational Justice
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Fadie Hanna, Ron Oostdam, Sabine E. Severiens & Bonne J.H. Zijlstra. (2019) Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale. Studies in Educational Evaluation 61, pages 21-33.
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Peter A. J. Stevens, Maurice Crul, Marieke W. Slootman, Noel Clycq & Christiane Timmerman. 2019. The Palgrave Handbook of Race and Ethnic Inequalities in Education. The Palgrave Handbook of Race and Ethnic Inequalities in Education
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Michael S. Merry. (2018) Indoctrination, Islamic schools, and the broader scope of harm. Theory and Research in Education 16:2, pages 162-178.
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