Ostrich
发表于 2025-3-23 10:54:55
Didem Ozane the values of those with power—and have pathologized other groups, specifically women of color. (In) Visible Presence intends to contribute to existing pedagogy, which empowers students, teachers, administrators, and policy makers to develop participatory membership in schools and among citizens w
V切开
发表于 2025-3-23 17:18:32
Didem Ozane the values of those with power—and have pathologized other groups, specifically women of color. (In) Visible Presence intends to contribute to existing pedagogy, which empowers students, teachers, administrators, and policy makers to develop participatory membership in schools and among citizens w
多产鱼
发表于 2025-3-23 21:20:57
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octogenarian
发表于 2025-3-24 01:55:38
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新娘
发表于 2025-3-24 06:11:14
Didem Ozantitutional practices that honor other students’ needs—those students who share the values of those with power—and have pathologized other groups, specifically women of color. (In) Visible Presence intends to contribute to existing pedagogy, which empowers students, teachers, administrators, and poli
臆断
发表于 2025-3-24 08:36:23
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极肥胖
发表于 2025-3-24 11:57:20
Didem Ozanhomogenous whole that youth work might be understood to be. This promotes the understanding that to lock down youth work in notional stasis (bolt it into a ‘carceral archipelago’) would be the antithesis of practice, which would effectively destroy it as youth work. Other writers have effectively tr
大火
发表于 2025-3-24 15:34:24
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Mundane
发表于 2025-3-24 21:54:01
Westfälischen Wilhelms- Universität Münster vorgelegen und wurde im Sommersemester 2008 als Diss- tation angenommen. Mit ihrer Veröffentlichung geht ein bedeutsamer Lebens- schnitt zu Ende. Bereits zu Beginn meines Studiums der Deutschen Philologie standen Fragen zum Wesen des Menschen, zu Humanität
cortex
发表于 2025-3-25 00:42:15
Didem Ozan Gregory Jay (1991) insisted, “Teachers have the responsibility to empower previously marginalized texts and readers, and to teach in a way that we risk surprising and painful changes in the interpretive habits, expectations, and values of our students–and of ourselves” (p. 281).