Citations (33)
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Angela Easby, Aleksandra Bergier & Kim Anderson. (2023) Exploring self-determined urban Indigenous adult education in an Indigenous organization. Diaspora, Indigenous, and Minority Education 17:2, pages 88-104.
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Yulia Nesterova. (2023) Colonial legacies and the barriers to educational justice for Indigenous peoples in Taiwan. Comparative Education 0:0, pages 1-19.
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Johanna Hohenthal & Paola Minoia. (2022) Territorial and mobility justice for Indigenous youth: accessing education in Ecuadorian Amazonia. Mobilities 17:6, pages 850-866.
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Renata M. Leitão & Lesley-Ann Noel. (2022) Special Forum: Designing a World of Many Centers. Design and Culture 14:3, pages 247-253.
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Sharon Stein, Vanessa Andreotti, Rene Suša, Cash Ahenakew & Tereza Čajková. (2022) From “education for sustainable development” to “education for the end of the world as we know it”. Educational Philosophy and Theory 54:3, pages 274-287.
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Samantha Lukey, Lynne Keevers, Chye Toole-Anstey, Jodie Stewart, Steven Dodd & Lisa MacLeod. (2022) Practices and programmes that enhance successful transition and participation in high school for Indigenous young people: a systematic review. Pedagogy, Culture & Society 0:0, pages 1-21.
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Rukmini Becerra-Lubies. (2022) Ways of Seeing Indigenous Communities in Urban Intercultural Preschoolsin Chile: A Case Study. Diaspora, Indigenous, and Minority Education 16:1, pages 71-86.
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Lilach Marom & Curtis Rattray. (2022) On the land gathering: education for reconciliation. Critical Studies in Education 63:1, pages 114-130.
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Sara Weuffen, Fred Cahir, Alice Barnes & Bryon Powell. (2019) Uncovering Hidden Histories: Evaluating Preservice Teachers’ (PST) Understanding of Local Indigenous Perspectives in History Via Digital Storytelling at Australia’s Sovereign Hill. Diaspora, Indigenous, and Minority Education 13:3, pages 165-181.
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Lilach Marom. (2019) Under the cloak of professionalism: covert racism in teacher education. Race Ethnicity and Education 22:3, pages 319-337.
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David Scott & Raphaël Gani. (2018) Examining social studies teachers’ resistances towards teaching Aboriginal perspectives: the case of Alberta. Diaspora, Indigenous, and Minority Education 12:4, pages 167-181.
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Marc Higgins & Sara Tolbert. (2018) A Syllabus for Response-able Inheritance in Science Education. Parallax 24:3, pages 273-294.
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Juan de Dios Oyarzún, Cristina Perales Franco & Tristan McCowan. (2017) Indigenous higher education in Mexico and Brazil: between redistribution and recognition. Compare: A Journal of Comparative and International Education 47:6, pages 852-871.
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Articles from other publishers (20)
Anastasia Sanchez. 2024. Reimagining Science Education in the Anthropocene, Volume 2. Reimagining Science Education in the Anthropocene, Volume 2
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Jenni Conrad. (2022) Structures for Indigenous sovereignty in research: Disrupting settler colonial methods and relations in research partnerships. Qualitative Research 23:6, pages 1594-1619.
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Liana Kibalenko Clarysse. (2023) Compartmentalizing Indigenous knowledge(s): binary framing and cognitive imperialism in social studies curriculum. Humanities and Social Sciences Communications 10:1.
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Fabiola Forero-Mesa & Diana Socha-Frontado. (2023) Usos de la cartografía social pedagógica: rastreo bibliográfico de investigaciones en educación formal. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 12:Monográfico, pages 1-13.
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Emily F. Gates, Glenn Page, Juan Manuel Crespo, Mauricio Nuñez Oporto & Juliana Bohórquez. (2022) Ethics of evaluation for socio-ecological transformation: Case-based critical systems analysis of motivation, power, expertise, and legitimacy. Evaluation 29:1, pages 23-49.
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Sharon Stein, Cash Ahenakew & Vanessa Andreotti. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Sophie Rudolph. (2020) Demanding dialogue in an unsettled settler state: implications for education and justice. History of Education Review 50:2, pages 181-195.
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Maren Seehawer & Anders Breidlid. (2021) Dialogue between epistemologies as quality education. Integrating knowledges in Sub-Saharan African classrooms to foster sustainability learning and contextually relevant education. Social Sciences & Humanities Open 4:1, pages 100200.
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De-Ann Sheppard. (2020) Getting to the Heart of Cultural Safety in Unama’ki: Considering Kesultulinej (love).. Witness: The Canadian Journal of Critical Nursing Discourse 2:1, pages 51-65.
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Paul Prinsloo. (2019) A social cartography of analytics in education as performative politics. British Journal of Educational Technology 50:6, pages 2810-2823.
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Marc Higgins & Eun-Ji Amy Kim. (2018) De/colonizing methodologies in science education: rebraiding research theory–practice–ethics with Indigenous theories and theorists. Cultural Studies of Science Education 14:1, pages 111-127.
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