In Pursuit of Respectful Teaching and Intellectually-Dynamic Social Fields
Bibliographic Data
| ID | 10801612 |
|---|---|
| Authors | Frank Margonis (University of Utah, corresponding author) |
| Year | 2011 |
| Volume | 30 |
| Issue | 5 |
| Pages | 433-439 |
| Publication date | 2011-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Philosophy and Education (JOURNAL) |
| Journal identifiers | ISSN: 0039-3746 • E-ISSN: 1573-191X |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11217-011-9242-y |
| OpenAlex | W1985387855 |
| Language | EN |
| Citations received | 5 |
| References cited | 5 |
Context (archaeology · Epistemology · Higher education · Individualism · Pedagogy · Philosophy of education · Social justice · Social science · Sociology · Critical and Liberation Pedagogy · Educational Philosophies and Pedagogies · Philosophy, Ethics, and Existentialism · Psychology
Decolonization and qualitative epistemology
Stalling White Time
Practices of Exemplary Transformative Teachers, as Perceived by Students Transformed by an Urban High School Social Justice Course
Disrupting the Coloniality of Being
Why Are We Reading This? Hermeneutic Inquiry into the Practice of Teaching (with) Literature
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.36 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |