Teachers tackling in/equities: understanding, recognition, and action

Teachers’ equity work is often discussed in research literature, however, little empirical evidence exists about the nature of this work. This article explores teachers’ understandings, recognitions of, and actions regarding in/equities in their schools. Data was derived from interviews with fifteen...

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Autor principal: Stephanie Tuters
Formato: article
Lenguaje:EN
ES
PT
Publicado: Instituto Federal de São Paulo 2017
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Acceso en línea:https://doaj.org/article/8b3fb446f18e420a848385976e7884dd
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