Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of Toronto" +contributor:("Portelli, John"). Showing records 1 – 24 of 24 total matches.

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


University of Toronto

1. Cooper, Amanda-Mae. Student Leadership for Social Justice in Secondary Schools: A Canadian Perspective.

Degree: 2008, University of Toronto

This qualitative study investigates how the views of student leaders (and some of their staff advisors) illuminate the discussion in the broader literature around issues… (more)

Subjects/Keywords: Student Leadership; Social Justice; Diversity; Conflict; Controversial Issues; Secondary schools; 0514; 0533; 0515

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cooper, A. (2008). Student Leadership for Social Justice in Secondary Schools: A Canadian Perspective. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/17158

Chicago Manual of Style (16th Edition):

Cooper, Amanda-Mae. “Student Leadership for Social Justice in Secondary Schools: A Canadian Perspective.” 2008. Masters Thesis, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/17158.

MLA Handbook (7th Edition):

Cooper, Amanda-Mae. “Student Leadership for Social Justice in Secondary Schools: A Canadian Perspective.” 2008. Web. 23 Apr 2019.

Vancouver:

Cooper A. Student Leadership for Social Justice in Secondary Schools: A Canadian Perspective. [Internet] [Masters thesis]. University of Toronto; 2008. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/17158.

Council of Science Editors:

Cooper A. Student Leadership for Social Justice in Secondary Schools: A Canadian Perspective. [Masters Thesis]. University of Toronto; 2008. Available from: http://hdl.handle.net/1807/17158


University of Toronto

2. Sharma, Manu. Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism.

Degree: 2009, University of Toronto

My thesis topic on deficit thinking, democracy and an ethic of care emerges as a result of the clashes that take place under political and… (more)

Subjects/Keywords: deficit thinking; philosophy of education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sharma, M. (2009). Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18094

Chicago Manual of Style (16th Edition):

Sharma, Manu. “Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism.” 2009. Masters Thesis, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/18094.

MLA Handbook (7th Edition):

Sharma, Manu. “Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism.” 2009. Web. 23 Apr 2019.

Vancouver:

Sharma M. Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/18094.

Council of Science Editors:

Sharma M. Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18094


University of Toronto

3. O'Connor, Linda Kathleen. Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma.

Degree: 2011, University of Toronto

This thesis examines weight-based stigma in schools, and examines body size as an issue of difference, subject to discrimination, from within a critical democratic framework.… (more)

Subjects/Keywords: obesity; stigma; weight; size; deficit thinking; discrimination; 0998

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

O'Connor, L. K. (2011). Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30101

Chicago Manual of Style (16th Edition):

O'Connor, Linda Kathleen. “Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma.” 2011. Masters Thesis, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/30101.

MLA Handbook (7th Edition):

O'Connor, Linda Kathleen. “Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma.” 2011. Web. 23 Apr 2019.

Vancouver:

O'Connor LK. Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/30101.

Council of Science Editors:

O'Connor LK. Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30101


University of Toronto

4. Wilkins, Lynn D. Rethinking Education: A Paradigm for Education for Sustainability.

Degree: 2011, University of Toronto

In this thesis I will argue that the current predicament we find ourselves in of unsustainable practices can only be addressed through a fundamental shift… (more)

Subjects/Keywords: Education; Education for Sustainable Development; Sustainability; Education for Sustainability; Sustainable Education; Paulo Freire; 0998; 0350

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wilkins, L. D. (2011). Rethinking Education: A Paradigm for Education for Sustainability. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30111

Chicago Manual of Style (16th Edition):

Wilkins, Lynn D. “Rethinking Education: A Paradigm for Education for Sustainability.” 2011. Masters Thesis, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/30111.

MLA Handbook (7th Edition):

Wilkins, Lynn D. “Rethinking Education: A Paradigm for Education for Sustainability.” 2011. Web. 23 Apr 2019.

Vancouver:

Wilkins LD. Rethinking Education: A Paradigm for Education for Sustainability. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/30111.

Council of Science Editors:

Wilkins LD. Rethinking Education: A Paradigm for Education for Sustainability. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30111


University of Toronto

5. Ekoh, Ijeoma. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.

Degree: 2012, University of Toronto

This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial… (more)

Subjects/Keywords: Standardized Testing; African consciousness; Indigenous African Education; Nigerian Education; critical education; colonial education; 0998

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ekoh, I. (2012). High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33647

Chicago Manual of Style (16th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Masters Thesis, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/33647.

MLA Handbook (7th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Web. 23 Apr 2019.

Vancouver:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/33647.

Council of Science Editors:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33647


University of Toronto

6. Kokkinias, Athanasios Tom. Citizens of the World: Global Citizenship and the Internationalization of Canadian Higher Education.

Degree: 2012, University of Toronto

This thesis argues that there is a contradiction between the theoretical foundations of Global Citizenship (GC)—a philosophy promoting a universal conception of citizenship and a… (more)

Subjects/Keywords: Global Citizenship; World Citizenship; Cosmopolitanism; Philosophy of Education; Global Citizenship Education; Higher Education; Community Colleges; Internationalization; Internationalization of Higher Education; Philosophy of Cosmopolitanism; Immanuel Kant; Greek Cynics; Greek Stoics; Roman Stoics; History and Philosophy of Cosmopolitanism; Kantian Moral Philosophy; Cross Border Higher Education; Internationalization of Higher Education; 0998; 0745; 0275

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kokkinias, A. T. (2012). Citizens of the World: Global Citizenship and the Internationalization of Canadian Higher Education. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/82704

Chicago Manual of Style (16th Edition):

Kokkinias, Athanasios Tom. “Citizens of the World: Global Citizenship and the Internationalization of Canadian Higher Education.” 2012. Masters Thesis, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/82704.

MLA Handbook (7th Edition):

Kokkinias, Athanasios Tom. “Citizens of the World: Global Citizenship and the Internationalization of Canadian Higher Education.” 2012. Web. 23 Apr 2019.

Vancouver:

Kokkinias AT. Citizens of the World: Global Citizenship and the Internationalization of Canadian Higher Education. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/82704.

Council of Science Editors:

Kokkinias AT. Citizens of the World: Global Citizenship and the Internationalization of Canadian Higher Education. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/82704


University of Toronto

7. Shalima, Darya Dasha. Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.

Degree: PhD, 2017, University of Toronto

 This dissertation contributes to the field of Early Childhood Education and Care studies by providing the in-depth theoretical, document, and empirical analyses. The three types… (more)

Subjects/Keywords: child as an active agent; children as active citizens; early childhood education care; ECE: consulting with young children from 0-8; image of the child; participatory rights of children; 0518

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shalima, D. D. (2017). Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80889

Chicago Manual of Style (16th Edition):

Shalima, Darya Dasha. “Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/80889.

MLA Handbook (7th Edition):

Shalima, Darya Dasha. “Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate.” 2017. Web. 23 Apr 2019.

Vancouver:

Shalima DD. Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/80889.

Council of Science Editors:

Shalima DD. Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children's Rights to Participate. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80889


University of Toronto

8. Cashman, Rafael Mark. Conflict and Creativity in Jewish Modern Orthodox Girls’ Education: Navigating Tradition and Modernity.

Degree: PhD, 2015, University of Toronto

 This study investigates Jewish Modern Orthodox girls’ dissonant, creative and adaptive responses to their religious and gender identities as they negotiate the tensions between authority… (more)

Subjects/Keywords: discourse; education; gender; Judaism; religious education; 0515

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cashman, R. M. (2015). Conflict and Creativity in Jewish Modern Orthodox Girls’ Education: Navigating Tradition and Modernity. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70790

Chicago Manual of Style (16th Edition):

Cashman, Rafael Mark. “Conflict and Creativity in Jewish Modern Orthodox Girls’ Education: Navigating Tradition and Modernity.” 2015. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/70790.

MLA Handbook (7th Edition):

Cashman, Rafael Mark. “Conflict and Creativity in Jewish Modern Orthodox Girls’ Education: Navigating Tradition and Modernity.” 2015. Web. 23 Apr 2019.

Vancouver:

Cashman RM. Conflict and Creativity in Jewish Modern Orthodox Girls’ Education: Navigating Tradition and Modernity. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/70790.

Council of Science Editors:

Cashman RM. Conflict and Creativity in Jewish Modern Orthodox Girls’ Education: Navigating Tradition and Modernity. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70790


University of Toronto

9. Mifsud, Francois. First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship.

Degree: PhD, 2017, University of Toronto

 The major aim of the thesis is to inquire into the human problem of the exclusion and marginalization of 'the other' from a philosophical and… (more)

Subjects/Keywords: Democracy; Diversity; Education; Hospitality; Inclusion; Leadership; 0998

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mifsud, F. (2017). First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/77476

Chicago Manual of Style (16th Edition):

Mifsud, Francois. “First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/77476.

MLA Handbook (7th Edition):

Mifsud, Francois. “First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship.” 2017. Web. 23 Apr 2019.

Vancouver:

Mifsud F. First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/77476.

Council of Science Editors:

Mifsud F. First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77476


University of Toronto

10. Kowalchuk, Donna Lynn. Principals' Engagement with The Ontario Leadership Framework to Enact Social Justice Leadership: Reflection, Resistance, and Resilience.

Degree: 2017, University of Toronto

Now, more than ever, leadership — principal leadership — is needed to address the increasing diversity and marginalization in Ontario schools. In 2009, Realizing the… (more)

Subjects/Keywords: educational administration; educational leadership; education policy; Ontario Leadership Framework; social justice; social justice leadership; 0449

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kowalchuk, D. L. (2017). Principals' Engagement with The Ontario Leadership Framework to Enact Social Justice Leadership: Reflection, Resistance, and Resilience. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/78491

Chicago Manual of Style (16th Edition):

Kowalchuk, Donna Lynn. “Principals' Engagement with The Ontario Leadership Framework to Enact Social Justice Leadership: Reflection, Resistance, and Resilience.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/78491.

MLA Handbook (7th Edition):

Kowalchuk, Donna Lynn. “Principals' Engagement with The Ontario Leadership Framework to Enact Social Justice Leadership: Reflection, Resistance, and Resilience.” 2017. Web. 23 Apr 2019.

Vancouver:

Kowalchuk DL. Principals' Engagement with The Ontario Leadership Framework to Enact Social Justice Leadership: Reflection, Resistance, and Resilience. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/78491.

Council of Science Editors:

Kowalchuk DL. Principals' Engagement with The Ontario Leadership Framework to Enact Social Justice Leadership: Reflection, Resistance, and Resilience. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/78491


University of Toronto

11. Wahab, Abdurrahman Ahmad. Education in Kurdistan Region at the Intersection of Nationalism and Democracy.

Degree: PhD, 2017, University of Toronto

 This dissertation studies the condition of formal education in Kurdistan Region-Iraq by taking a critical theoretical approach to examine major educational policy documents in both… (more)

Subjects/Keywords: Critical Democracy; Formal Education; Kurdistan Region; Nationalism; Social Justice; State Building; 0534

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wahab, A. A. (2017). Education in Kurdistan Region at the Intersection of Nationalism and Democracy. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79528

Chicago Manual of Style (16th Edition):

Wahab, Abdurrahman Ahmad. “Education in Kurdistan Region at the Intersection of Nationalism and Democracy.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/79528.

MLA Handbook (7th Edition):

Wahab, Abdurrahman Ahmad. “Education in Kurdistan Region at the Intersection of Nationalism and Democracy.” 2017. Web. 23 Apr 2019.

Vancouver:

Wahab AA. Education in Kurdistan Region at the Intersection of Nationalism and Democracy. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/79528.

Council of Science Editors:

Wahab AA. Education in Kurdistan Region at the Intersection of Nationalism and Democracy. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79528


University of Toronto

12. Dunlop, Wendy Anne. The Legal Duty to Accommodate Faith and Religion in Ontario's Public Schools: An Exploratory Case Study.

Degree: PhD, 2017, University of Toronto

 Abstract Ontario public schools have become a focal point—and contested sites—where the dichotomy of a proclaimed secular stance must be reconciled with the legal duty… (more)

Subjects/Keywords: equity; inclusivity; legal duty; multiculturalism; principals; religion; 0514

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dunlop, W. A. (2017). The Legal Duty to Accommodate Faith and Religion in Ontario's Public Schools: An Exploratory Case Study. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80836

Chicago Manual of Style (16th Edition):

Dunlop, Wendy Anne. “The Legal Duty to Accommodate Faith and Religion in Ontario's Public Schools: An Exploratory Case Study.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/80836.

MLA Handbook (7th Edition):

Dunlop, Wendy Anne. “The Legal Duty to Accommodate Faith and Religion in Ontario's Public Schools: An Exploratory Case Study.” 2017. Web. 23 Apr 2019.

Vancouver:

Dunlop WA. The Legal Duty to Accommodate Faith and Religion in Ontario's Public Schools: An Exploratory Case Study. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/80836.

Council of Science Editors:

Dunlop WA. The Legal Duty to Accommodate Faith and Religion in Ontario's Public Schools: An Exploratory Case Study. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80836


University of Toronto

13. Kahil, Rula. The Complexities of ‘Shame’: An Exploration of Human Connection.

Degree: PhD, 2017, University of Toronto

 This dissertation is about one of the most controversial emotions: shame. The foundational question is: What constitutes the experience of shame as both an emotion… (more)

Subjects/Keywords: emotions; gender; norms; psychoanalysis; shame; women; 0998

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kahil, R. (2017). The Complexities of ‘Shame’: An Exploration of Human Connection. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80928

Chicago Manual of Style (16th Edition):

Kahil, Rula. “The Complexities of ‘Shame’: An Exploration of Human Connection.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/80928.

MLA Handbook (7th Edition):

Kahil, Rula. “The Complexities of ‘Shame’: An Exploration of Human Connection.” 2017. Web. 23 Apr 2019.

Vancouver:

Kahil R. The Complexities of ‘Shame’: An Exploration of Human Connection. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/80928.

Council of Science Editors:

Kahil R. The Complexities of ‘Shame’: An Exploration of Human Connection. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80928


University of Toronto

14. Boroomand-Rashti, Siamak. Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation.

Degree: 2018, University of Toronto

Authors such as Bill Glasser, A. S. Neill, and John Holt have critiqued the compulsory nature of secondary schools and the inherent structure imposed on… (more)

Subjects/Keywords: Autonomy; Decision-Making; Education; 0515

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Boroomand-Rashti, S. (2018). Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89857

Chicago Manual of Style (16th Edition):

Boroomand-Rashti, Siamak. “Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/89857.

MLA Handbook (7th Edition):

Boroomand-Rashti, Siamak. “Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation.” 2018. Web. 23 Apr 2019.

Vancouver:

Boroomand-Rashti S. Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/89857.

Council of Science Editors:

Boroomand-Rashti S. Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89857


University of Toronto

15. Mutamba, Rainos. In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds.

Degree: PhD, 2018, University of Toronto

 Social movements have been and continue to be an integral part of the lifeworld as they create and promote conditions for the transformation of micro… (more)

Subjects/Keywords: Adult Learning; Experiential Learning; Indigenous Research Methods; Situated Learning; Social Movement Learning; Social Movements; 0516

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mutamba, R. (2018). In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89875

Chicago Manual of Style (16th Edition):

Mutamba, Rainos. “In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/89875.

MLA Handbook (7th Edition):

Mutamba, Rainos. “In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds.” 2018. Web. 23 Apr 2019.

Vancouver:

Mutamba R. In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/89875.

Council of Science Editors:

Mutamba R. In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89875


University of Toronto

16. Clayton, Laura. Food Literacy Education: A Philosophical Perspective.

Degree: 2018, University of Toronto

In this thesis, I will argue through a critical democratic education lens for the inclusion of philosophical perspectives in a comprehensive food literacy education program… (more)

Subjects/Keywords: Critical Democratic Dialogue; Critical Democratic Education; Food Literacy Education; Philosophical Dialogue; Philosophy Education; Secondary Education; 0998

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Clayton, L. (2018). Food Literacy Education: A Philosophical Perspective. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/89592

Chicago Manual of Style (16th Edition):

Clayton, Laura. “Food Literacy Education: A Philosophical Perspective.” 2018. Masters Thesis, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/89592.

MLA Handbook (7th Edition):

Clayton, Laura. “Food Literacy Education: A Philosophical Perspective.” 2018. Web. 23 Apr 2019.

Vancouver:

Clayton L. Food Literacy Education: A Philosophical Perspective. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/89592.

Council of Science Editors:

Clayton L. Food Literacy Education: A Philosophical Perspective. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89592


University of Toronto

17. Burford, Natasha. Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students.

Degree: 2014, University of Toronto

In this thesis, I consider the ways in which classroom teachers develop critical consciousness and implement it within their pedagogy in the context of effectively… (more)

Subjects/Keywords: teacher training; Black students; critical consciousness; decolonizing pedagogy; spirituality in teacher education; 0530

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Burford, N. (2014). Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/65533

Chicago Manual of Style (16th Edition):

Burford, Natasha. “Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students.” 2014. Masters Thesis, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/65533.

MLA Handbook (7th Edition):

Burford, Natasha. “Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students.” 2014. Web. 23 Apr 2019.

Vancouver:

Burford N. Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/65533.

Council of Science Editors:

Burford N. Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65533


University of Toronto

18. Yosef-Hassidim, Doron. K-12 Education as a Hermeneutic Adventurous Endeavor: Theorizing the Instrumental Approach, Education as a Sovereign Agent for Humanity, and the Relationships with Philosophy.

Degree: PhD, 2015, University of Toronto

 This work introduces and discusses my vision for education as a response to a dominant instrumental approach to education. Situated within a broader discussion of… (more)

Subjects/Keywords: adventurous education; humanity; instrumentalism; philosophy of education; public education; sovereign education; 0515

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yosef-Hassidim, D. (2015). K-12 Education as a Hermeneutic Adventurous Endeavor: Theorizing the Instrumental Approach, Education as a Sovereign Agent for Humanity, and the Relationships with Philosophy. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/71414

Chicago Manual of Style (16th Edition):

Yosef-Hassidim, Doron. “K-12 Education as a Hermeneutic Adventurous Endeavor: Theorizing the Instrumental Approach, Education as a Sovereign Agent for Humanity, and the Relationships with Philosophy.” 2015. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/71414.

MLA Handbook (7th Edition):

Yosef-Hassidim, Doron. “K-12 Education as a Hermeneutic Adventurous Endeavor: Theorizing the Instrumental Approach, Education as a Sovereign Agent for Humanity, and the Relationships with Philosophy.” 2015. Web. 23 Apr 2019.

Vancouver:

Yosef-Hassidim D. K-12 Education as a Hermeneutic Adventurous Endeavor: Theorizing the Instrumental Approach, Education as a Sovereign Agent for Humanity, and the Relationships with Philosophy. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/71414.

Council of Science Editors:

Yosef-Hassidim D. K-12 Education as a Hermeneutic Adventurous Endeavor: Theorizing the Instrumental Approach, Education as a Sovereign Agent for Humanity, and the Relationships with Philosophy. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/71414

19. MacDonald, Angela. Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada.

Degree: 2013, University of Toronto

Controversy, as a vital principle of democracy, plays a central role in education for critical democratic global citizenship. Controversial issues, however, raise pedagogical challenges for… (more)

Subjects/Keywords: Teaching Controversial Issues; Canada; Critical Democratic Global Citizenship; 0727

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

MacDonald, A. (2013). Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35891

Chicago Manual of Style (16th Edition):

MacDonald, Angela. “Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/35891.

MLA Handbook (7th Edition):

MacDonald, Angela. “Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada.” 2013. Web. 23 Apr 2019.

Vancouver:

MacDonald A. Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/35891.

Council of Science Editors:

MacDonald A. Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35891

20. Irish, Erin E. 'The Deep Slumber of Decided Opinion': How Teachers and School Administrators Understand Controversial Issues Policy.

Degree: 2011, University of Toronto

Recognition that social and global issues are important to education has re-ignited interest in policy approaches to controversial and sensitive issues(CI).Without a policy framework for… (more)

Subjects/Keywords: Educational Administration; Policy; 0514

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Irish, E. E. (2011). 'The Deep Slumber of Decided Opinion': How Teachers and School Administrators Understand Controversial Issues Policy. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29755

Chicago Manual of Style (16th Edition):

Irish, Erin E. “'The Deep Slumber of Decided Opinion': How Teachers and School Administrators Understand Controversial Issues Policy.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/29755.

MLA Handbook (7th Edition):

Irish, Erin E. “'The Deep Slumber of Decided Opinion': How Teachers and School Administrators Understand Controversial Issues Policy.” 2011. Web. 23 Apr 2019.

Vancouver:

Irish EE. 'The Deep Slumber of Decided Opinion': How Teachers and School Administrators Understand Controversial Issues Policy. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/29755.

Council of Science Editors:

Irish EE. 'The Deep Slumber of Decided Opinion': How Teachers and School Administrators Understand Controversial Issues Policy. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29755

21. Simmonds, Marlene M. Ruck. Spiritual African and Africentric Leadership for Social Justice:Understandings, Experiences and Spiritual Influences.

Degree: 2013, University of Toronto

The imprint of spiritual African and Africentric educational leadership is deeply entwined in the struggle over education and educational spaces. Despite this robust and contentious… (more)

Subjects/Keywords: educational leadership; critical spirituality; Africentric; African; social justice; leadership for equity; community educational leadership; school-based leadership; integrative antiracism; leadership for social justice; spiritual leadership in schools; spirituality; Africentric educational leadership; equity in schools; democratic schooling; African educational leadership; critically just leadership; Black educational leaders; inclusive education; 0514

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Simmonds, M. M. R. (2013). Spiritual African and Africentric Leadership for Social Justice:Understandings, Experiences and Spiritual Influences. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35946

Chicago Manual of Style (16th Edition):

Simmonds, Marlene M Ruck. “Spiritual African and Africentric Leadership for Social Justice:Understandings, Experiences and Spiritual Influences.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/35946.

MLA Handbook (7th Edition):

Simmonds, Marlene M Ruck. “Spiritual African and Africentric Leadership for Social Justice:Understandings, Experiences and Spiritual Influences.” 2013. Web. 23 Apr 2019.

Vancouver:

Simmonds MMR. Spiritual African and Africentric Leadership for Social Justice:Understandings, Experiences and Spiritual Influences. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/35946.

Council of Science Editors:

Simmonds MMR. Spiritual African and Africentric Leadership for Social Justice:Understandings, Experiences and Spiritual Influences. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35946

22. Metcalfe, Bryan. Pedagogy of Mythos.

Degree: 2013, University of Toronto

This work is a philosophical examination of the relevance and function of socio-political myths in education. Central to this work is exploring the antinomy between… (more)

Subjects/Keywords: education; philosophy; democracy; myth; neoliberalism; meritocracy; 0998

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Metcalfe, B. (2013). Pedagogy of Mythos. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35908

Chicago Manual of Style (16th Edition):

Metcalfe, Bryan. “Pedagogy of Mythos.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/35908.

MLA Handbook (7th Edition):

Metcalfe, Bryan. “Pedagogy of Mythos.” 2013. Web. 23 Apr 2019.

Vancouver:

Metcalfe B. Pedagogy of Mythos. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/35908.

Council of Science Editors:

Metcalfe B. Pedagogy of Mythos. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35908

23. Singh, Herveen. From Elusive Conceptions to Arrested Developments: Leadership for Social Justice.

Degree: 2010, University of Toronto

The general question guiding this research is: how do equity minded administrators lead for social justice? The following specific questions are addressed in this study:… (more)

Subjects/Keywords: educational administration; leadership; 0514

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Singh, H. (2010). From Elusive Conceptions to Arrested Developments: Leadership for Social Justice. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32051

Chicago Manual of Style (16th Edition):

Singh, Herveen. “From Elusive Conceptions to Arrested Developments: Leadership for Social Justice.” 2010. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/32051.

MLA Handbook (7th Edition):

Singh, Herveen. “From Elusive Conceptions to Arrested Developments: Leadership for Social Justice.” 2010. Web. 23 Apr 2019.

Vancouver:

Singh H. From Elusive Conceptions to Arrested Developments: Leadership for Social Justice. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/32051.

Council of Science Editors:

Singh H. From Elusive Conceptions to Arrested Developments: Leadership for Social Justice. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/32051

24. Menashy, Francine. Education as a Private or a Global Public Good: Competing Conceptual Frameworks and their Power at the World Bank.

Degree: 2011, University of Toronto

This thesis presents the argument that the World Bank’s education policies are discursively inconsistent due to the concurrent adoption of conceptual frameworks – namely the… (more)

Subjects/Keywords: international education policy; global governance of education; World Bank; 0998; 0515

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Menashy, F. (2011). Education as a Private or a Global Public Good: Competing Conceptual Frameworks and their Power at the World Bank. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29813

Chicago Manual of Style (16th Edition):

Menashy, Francine. “Education as a Private or a Global Public Good: Competing Conceptual Frameworks and their Power at the World Bank.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/29813.

MLA Handbook (7th Edition):

Menashy, Francine. “Education as a Private or a Global Public Good: Competing Conceptual Frameworks and their Power at the World Bank.” 2011. Web. 23 Apr 2019.

Vancouver:

Menashy F. Education as a Private or a Global Public Good: Competing Conceptual Frameworks and their Power at the World Bank. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/29813.

Council of Science Editors:

Menashy F. Education as a Private or a Global Public Good: Competing Conceptual Frameworks and their Power at the World Bank. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29813

.