Ibpoc Teachers’ Responses to Canadian Schooling for Students from War Zones
Bibliographic Data
| ID | 12764935 |
|---|---|
| Authors | Sofia Noori (0009-0008-6839-1112, University of British Columbia, corresponding author) |
| Year | 2025 |
| Volume | 27 |
| Issue | 3 |
| Pages | 177-185 |
| Publication date | 2025-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Multicultural Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 1532-7892 • E-ISSN: 1521-0960 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15210960.2025.2575742 |
| OpenAlex | W4416431991 |
| Language | EN |
| References cited | 21 |
Ethnic group · Higher education · Poverty · Qualitative research · Education and experiences of immigrants and refugees · Global Education and Multiculturalism · Peace and Human Rights Education
Teachers' perspectives on providing support to children after trauma
Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences
Teachers’ perceptions of challenges in digital multimodal composing with newcomer adolescent students from refugee backgrounds
An ethical framework for simulation-based pedagogy
A worked example of Braun and Clarke’s approach to reflexive thematic analysis
Discrimination, Psychological Isolation, and Flight from School
Words That You Said Got Bigger”
The importance of mentorship support for African refugee students in Ontario secondary schools
Who Really Wants “The Tired, the Poor, and the Huddled Masses” Anyway
From Deficit to Asset
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Digital Storytelling With Youth From Refugee Backgrounds
The Importance of Minority Teachers
| Citation velocity | historical |
|---|---|
| Highly cited | No |