Analysis before action
A framework for examining communities as texts
Bibliographic Data
| ID | 12425664 |
|---|---|
| Authors | Meghan E Barnes (corresponding author), Ashley Boyd, Ashley S Boyd |
| Year | 2021 |
| Volume | 43 |
| Issue | 4 |
| Pages | 358-378 |
| Publication date | 2021-01-12 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Review of Education Pedagogy & Cultural Studies (JOURNAL) |
| Journal identifiers | ISSN: 1071-4413 • E-ISSN: 1556-3022 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10714413.2020.1855927 |
| OpenAlex | W3120839872 |
| Language | EN |
| Citations received | 1 |
| References cited | 30 |
In recent decades, diverse field experiences have proliferated in university-based teacher education programs in the United States. In particular, community-based experiences where teacher candidat
Action (physics · Data science · Physics · Computer Science · Critical Race Theory in Education · Service-Learning and Community Engagement · Teacher Education and Leadership Studies
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Handbook of Research in the Social Foundations of Education
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Is everyone really equal? An introduction to key concepts in social justice education
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Making Contact
The multidimensionality of multicultural service learning
Beyond classroom-based early field experiences
Encouraging interaction and striving for reciprocity
Framing Social Justice In Education
Whiteness Enacted, Whiteness Disrupted
Cultivating Flourishing Lives
Critical race theory
Social Justice and Teacher Education
Engaging and Working in Solidarity With Local Communities in Preparing the Teachers of Their Children
A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators
Social Justice and Teacher Education
Marching Forward, Marching in Circles
Preparing Community-Engaged Teachers
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |