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Texas A&M University
1. Thomas, Brad 1974-. Teaching Against Tradition: Historical Preludes to Critical Pedagogy.
Degree: PhD, English, 2012, Texas A&M University
URL: http://hdl.handle.net/1969.1/150941
Subjects/Keywords: Composition; Critical Pedagogy
Record Details
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APA (6th Edition):
Thomas, B. 1. (2012). Teaching Against Tradition: Historical Preludes to Critical Pedagogy. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/150941
Chicago Manual of Style (16th Edition):
Thomas, Brad 1974-. “Teaching Against Tradition: Historical Preludes to Critical Pedagogy.” 2012. Doctoral Dissertation, Texas A&M University. Accessed February 27, 2021. http://hdl.handle.net/1969.1/150941.
MLA Handbook (7th Edition):
Thomas, Brad 1974-. “Teaching Against Tradition: Historical Preludes to Critical Pedagogy.” 2012. Web. 27 Feb 2021.
Vancouver:
Thomas B1. Teaching Against Tradition: Historical Preludes to Critical Pedagogy. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1969.1/150941.
Council of Science Editors:
Thomas B1. Teaching Against Tradition: Historical Preludes to Critical Pedagogy. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/150941
Michigan State University
2. Novotny, Maria. A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy.
Degree: 2013, Michigan State University
URL: http://etd.lib.msu.edu/islandora/object/etd:1930
Subjects/Keywords: Critical pedagogy; Critical pedagogy – Methodology; Pedagogy; Education; Rhetoric
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APA (6th Edition):
Novotny, M. (2013). A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:1930
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Novotny, Maria. “A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy.” 2013. Thesis, Michigan State University. Accessed February 27, 2021. http://etd.lib.msu.edu/islandora/object/etd:1930.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Novotny, Maria. “A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy.” 2013. Web. 27 Feb 2021.
Vancouver:
Novotny M. A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy. [Internet] [Thesis]. Michigan State University; 2013. [cited 2021 Feb 27]. Available from: http://etd.lib.msu.edu/islandora/object/etd:1930.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Novotny M. A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy. [Thesis]. Michigan State University; 2013. Available from: http://etd.lib.msu.edu/islandora/object/etd:1930
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Washington State University
3. [No author]. The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum .
Degree: 2017, Washington State University
URL: http://hdl.handle.net/2376/13066
Subjects/Keywords: Higher education; Pedagogy; Curriculum development; Critical Pedagogy
Record Details
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APA (6th Edition):
author], [. (2017). The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/13066
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
author], [No. “The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum .” 2017. Thesis, Washington State University. Accessed February 27, 2021. http://hdl.handle.net/2376/13066.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum .” 2017. Web. 27 Feb 2021.
Vancouver:
author] [. The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum . [Internet] [Thesis]. Washington State University; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2376/13066.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum . [Thesis]. Washington State University; 2017. Available from: http://hdl.handle.net/2376/13066
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Utah
4. Ostenson, Jonathan William. Navigating the digital narrows: teaching students to read critically on the internet.
Degree: PhD, Teaching & Learning;, 2010, University of Utah
URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805
Subjects/Keywords: Critical evaluation; Critical reading; Internet; Pedagogy
Record Details
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APA (6th Edition):
Ostenson, J. W. (2010). Navigating the digital narrows: teaching students to read critically on the internet. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805
Chicago Manual of Style (16th Edition):
Ostenson, Jonathan William. “Navigating the digital narrows: teaching students to read critically on the internet.” 2010. Doctoral Dissertation, University of Utah. Accessed February 27, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805.
MLA Handbook (7th Edition):
Ostenson, Jonathan William. “Navigating the digital narrows: teaching students to read critically on the internet.” 2010. Web. 27 Feb 2021.
Vancouver:
Ostenson JW. Navigating the digital narrows: teaching students to read critically on the internet. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2021 Feb 27]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805.
Council of Science Editors:
Ostenson JW. Navigating the digital narrows: teaching students to read critically on the internet. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805
5.
Giguere, Dominick S.
Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.
Degree: English, 2016, Eastern Washington University
URL: https://dc.ewu.edu/theses/379
Subjects/Keywords: Critical pedagogy; Critical theory; Curriculum evaluation
Record Details
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APA (6th Edition):
Giguere, D. S. (2016). Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/379
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Giguere, Dominick S. “Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.” 2016. Thesis, Eastern Washington University. Accessed February 27, 2021. https://dc.ewu.edu/theses/379.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Giguere, Dominick S. “Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.” 2016. Web. 27 Feb 2021.
Vancouver:
Giguere DS. Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2021 Feb 27]. Available from: https://dc.ewu.edu/theses/379.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Giguere DS. Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. [Thesis]. Eastern Washington University; 2016. Available from: https://dc.ewu.edu/theses/379
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Georgia State University
6. Anderson, Morgan. Humanization in the Digital Age: A Critique of Technophilia in Education.
Degree: PhD, Educational Policy Studies, 2018, Georgia State University
URL: https://scholarworks.gsu.edu/eps_diss/183
Subjects/Keywords: technology; critical pedagogy; critical technology studies; humanization
Record Details
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APA (6th Edition):
Anderson, M. (2018). Humanization in the Digital Age: A Critique of Technophilia in Education. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/183
Chicago Manual of Style (16th Edition):
Anderson, Morgan. “Humanization in the Digital Age: A Critique of Technophilia in Education.” 2018. Doctoral Dissertation, Georgia State University. Accessed February 27, 2021. https://scholarworks.gsu.edu/eps_diss/183.
MLA Handbook (7th Edition):
Anderson, Morgan. “Humanization in the Digital Age: A Critique of Technophilia in Education.” 2018. Web. 27 Feb 2021.
Vancouver:
Anderson M. Humanization in the Digital Age: A Critique of Technophilia in Education. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2021 Feb 27]. Available from: https://scholarworks.gsu.edu/eps_diss/183.
Council of Science Editors:
Anderson M. Humanization in the Digital Age: A Critique of Technophilia in Education. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/183
University of Texas – Austin
7. -9800-1412. Theory and practice : preservice teachers negotiating critical literacy.
Degree: PhD, Curriculum and instruction, 2016, University of Texas – Austin
URL: http://hdl.handle.net/2152/46376
Subjects/Keywords: Critical pedagogy; Critical literacy; Preservice; Teacher education
Record Details
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APA (6th Edition):
-9800-1412. (2016). Theory and practice : preservice teachers negotiating critical literacy. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46376
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-9800-1412. “Theory and practice : preservice teachers negotiating critical literacy.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed February 27, 2021. http://hdl.handle.net/2152/46376.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-9800-1412. “Theory and practice : preservice teachers negotiating critical literacy.” 2016. Web. 27 Feb 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-9800-1412. Theory and practice : preservice teachers negotiating critical literacy. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2152/46376.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-9800-1412. Theory and practice : preservice teachers negotiating critical literacy. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/46376
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Wisconsin – La Cross
8. Swedeen, Scott T. First Steps in Critical Literacy.
Degree: 2011, University of Wisconsin – La Cross
URL: http://digital.library.wisc.edu/1793/54425
Subjects/Keywords: Literacy – social aspects; Critical pedagogy
Record Details
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APA (6th Edition):
Swedeen, S. T. (2011). First Steps in Critical Literacy. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/54425
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Swedeen, Scott T. “First Steps in Critical Literacy.” 2011. Thesis, University of Wisconsin – La Cross. Accessed February 27, 2021. http://digital.library.wisc.edu/1793/54425.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Swedeen, Scott T. “First Steps in Critical Literacy.” 2011. Web. 27 Feb 2021.
Vancouver:
Swedeen ST. First Steps in Critical Literacy. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2021 Feb 27]. Available from: http://digital.library.wisc.edu/1793/54425.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Swedeen ST. First Steps in Critical Literacy. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/54425
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Manitoba
9. Woodard, Rosemary. Literacy for liberation: a Haitian case study.
Degree: Curriculum, Teaching and Learning, 2011, University of Manitoba
URL: http://hdl.handle.net/1993/4898
Subjects/Keywords: Freire; critical pedagogy; transformation; marginalized
Record Details
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APA (6th Edition):
Woodard, R. (2011). Literacy for liberation: a Haitian case study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4898
Chicago Manual of Style (16th Edition):
Woodard, Rosemary. “Literacy for liberation: a Haitian case study.” 2011. Masters Thesis, University of Manitoba. Accessed February 27, 2021. http://hdl.handle.net/1993/4898.
MLA Handbook (7th Edition):
Woodard, Rosemary. “Literacy for liberation: a Haitian case study.” 2011. Web. 27 Feb 2021.
Vancouver:
Woodard R. Literacy for liberation: a Haitian case study. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1993/4898.
Council of Science Editors:
Woodard R. Literacy for liberation: a Haitian case study. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4898
University of Exeter
10. Chandella, Nayyer Iqbal Ali. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.
Degree: Thesis (EdD), 2011, University of Exeter
URL: https://ore.exeter.ac.uk/repository/handle/10036/3318
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008
Subjects/Keywords: 371.3; TESOL; critical pedagogy; dialogic
Record Details
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APA (6th Edition):
Chandella, N. I. A. (2011). The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. (Doctoral Dissertation). University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008
Chicago Manual of Style (16th Edition):
Chandella, Nayyer Iqbal Ali. “The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.” 2011. Doctoral Dissertation, University of Exeter. Accessed February 27, 2021. https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008.
MLA Handbook (7th Edition):
Chandella, Nayyer Iqbal Ali. “The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.” 2011. Web. 27 Feb 2021.
Vancouver:
Chandella NIA. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2021 Feb 27]. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008.
Council of Science Editors:
Chandella NIA. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. [Doctoral Dissertation]. University of Exeter; 2011. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008
Vanderbilt University
11. Mang, Maggie. Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries.
Degree: MA, Medicine, Health, and Society, 2019, Vanderbilt University
URL: http://hdl.handle.net/1803/11371
Subjects/Keywords: pedagogy; design; critical psychiatry; unwellness
Record Details
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APA (6th Edition):
Mang, M. (2019). Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11371
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mang, Maggie. “Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries.” 2019. Thesis, Vanderbilt University. Accessed February 27, 2021. http://hdl.handle.net/1803/11371.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mang, Maggie. “Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries.” 2019. Web. 27 Feb 2021.
Vancouver:
Mang M. Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. [Internet] [Thesis]. Vanderbilt University; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1803/11371.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mang M. Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. [Thesis]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/11371
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12. Herrera-Dulcet, Andrea. Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners .
Degree: 2019, University of Arizona
URL: http://hdl.handle.net/10150/634426
Subjects/Keywords: critical pedagogy; critical translingual competence; Heritage language pedagogy; Spanish heritage language
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Herrera-Dulcet, A. (2019). Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/634426
Chicago Manual of Style (16th Edition):
Herrera-Dulcet, Andrea. “Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners .” 2019. Doctoral Dissertation, University of Arizona. Accessed February 27, 2021. http://hdl.handle.net/10150/634426.
MLA Handbook (7th Edition):
Herrera-Dulcet, Andrea. “Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners .” 2019. Web. 27 Feb 2021.
Vancouver:
Herrera-Dulcet A. Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10150/634426.
Council of Science Editors:
Herrera-Dulcet A. Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/634426
13. -1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.
Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin
URL: http://hdl.handle.net/2152/62991
Subjects/Keywords: Social studies; Critical theory; Critical pedagogy; Pedagogy; Education; Teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
-1438-1460. (2017). Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62991
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed February 27, 2021. http://hdl.handle.net/2152/62991.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Web. 27 Feb 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2152/62991.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62991
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Toronto
14. Grinberg-Panchuk, Tania. Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools.
Degree: 2015, University of Toronto
URL: http://hdl.handle.net/1807/69742
Subjects/Keywords: Critical Feminist Pedagogy; Critical Literacy; Critical pedagogy; Curriculum; Developmental Theory of Embodiment; Eating Disorders; 0515
Record Details
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APA (6th Edition):
Grinberg-Panchuk, T. (2015). Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69742
Chicago Manual of Style (16th Edition):
Grinberg-Panchuk, Tania. “Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools.” 2015. Masters Thesis, University of Toronto. Accessed February 27, 2021. http://hdl.handle.net/1807/69742.
MLA Handbook (7th Edition):
Grinberg-Panchuk, Tania. “Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools.” 2015. Web. 27 Feb 2021.
Vancouver:
Grinberg-Panchuk T. Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1807/69742.
Council of Science Editors:
Grinberg-Panchuk T. Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69742
University of Illinois – Chicago
15. Buenrostro, Patricia M. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.
Degree: 2016, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/21536
Subjects/Keywords: mathematics; social justice; critical mathematics; critical pedagogy; critical care; students' perspectives
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Buenrostro, P. M. (2016). Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21536
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Buenrostro, Patricia M. “Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.” 2016. Thesis, University of Illinois – Chicago. Accessed February 27, 2021. http://hdl.handle.net/10027/21536.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Buenrostro, Patricia M. “Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.” 2016. Web. 27 Feb 2021.
Vancouver:
Buenrostro PM. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10027/21536.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Buenrostro PM. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21536
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Manitoba
16. Hunter, Todd. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.
Degree: Educational Administration, Foundations and Psychology, 2016, University of Manitoba
URL: http://hdl.handle.net/1993/32040
Subjects/Keywords: critical pedagogy; critical mathematics; critical literacy; critical media literacy; Indigenous; Aboriginal; Action research; Education
Record Details
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APA (6th Edition):
Hunter, T. (2016). Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32040
Chicago Manual of Style (16th Edition):
Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Masters Thesis, University of Manitoba. Accessed February 27, 2021. http://hdl.handle.net/1993/32040.
MLA Handbook (7th Edition):
Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Web. 27 Feb 2021.
Vancouver:
Hunter T. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1993/32040.
Council of Science Editors:
Hunter T. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/32040
17. Piña, Manuel Agustin. A (Re)Vision of Critical Pedagogy for Inclusion.
URL: http://hdl.handle.net/2249.1/62767
Subjects/Keywords: critical pedagogy; inclusion
Record Details
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APA (6th Edition):
Piña, M. A. (2013). A (Re)Vision of Critical Pedagogy for Inclusion. (Thesis). [No school.] Retrieved from http://hdl.handle.net/2249.1/62767
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.
Chicago Manual of Style (16th Edition):
Piña, Manuel Agustin. “A (Re)Vision of Critical Pedagogy for Inclusion.” 2013. Thesis, [No school]. Accessed February 27, 2021. http://hdl.handle.net/2249.1/62767.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.
MLA Handbook (7th Edition):
Piña, Manuel Agustin. “A (Re)Vision of Critical Pedagogy for Inclusion.” 2013. Web. 27 Feb 2021.
Vancouver:
Piña MA. A (Re)Vision of Critical Pedagogy for Inclusion. [Internet] [Thesis]. [No school]; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2249.1/62767.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.
Council of Science Editors:
Piña MA. A (Re)Vision of Critical Pedagogy for Inclusion. [Thesis]. [No school]; 2013. Available from: http://hdl.handle.net/2249.1/62767
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.
University of Wollongong
18. Andersen, Peter John. Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home.
Degree: EdD, 2016, University of Wollongong
URL: 1302
CURRICULUM
AND
PEDAGOGY,
1303
SPECIALIST
STUDIES
IN
EDUCATION
;
https://ro.uow.edu.au/theses/4945
Subjects/Keywords: environmental education; critical pedagogy; change agents
Record Details
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APA (6th Edition):
Andersen, P. J. (2016). Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home. (Doctoral Dissertation). University of Wollongong. Retrieved from 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945
Chicago Manual of Style (16th Edition):
Andersen, Peter John. “Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home.” 2016. Doctoral Dissertation, University of Wollongong. Accessed February 27, 2021. 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945.
MLA Handbook (7th Edition):
Andersen, Peter John. “Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home.” 2016. Web. 27 Feb 2021.
Vancouver:
Andersen PJ. Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home. [Internet] [Doctoral dissertation]. University of Wollongong; 2016. [cited 2021 Feb 27]. Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945.
Council of Science Editors:
Andersen PJ. Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home. [Doctoral Dissertation]. University of Wollongong; 2016. Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945
19. McDermott, Kevin. Reading practice : essays in dialogue and pedagogical conversation.
Degree: PhD, 2002, University of South Wales
URL: https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046
Subjects/Keywords: 371.3; Critical pedagogy
Record Details
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APA (6th Edition):
McDermott, K. (2002). Reading practice : essays in dialogue and pedagogical conversation. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046
Chicago Manual of Style (16th Edition):
McDermott, Kevin. “Reading practice : essays in dialogue and pedagogical conversation.” 2002. Doctoral Dissertation, University of South Wales. Accessed February 27, 2021. https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046.
MLA Handbook (7th Edition):
McDermott, Kevin. “Reading practice : essays in dialogue and pedagogical conversation.” 2002. Web. 27 Feb 2021.
Vancouver:
McDermott K. Reading practice : essays in dialogue and pedagogical conversation. [Internet] [Doctoral dissertation]. University of South Wales; 2002. [cited 2021 Feb 27]. Available from: https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046.
Council of Science Editors:
McDermott K. Reading practice : essays in dialogue and pedagogical conversation. [Doctoral Dissertation]. University of South Wales; 2002. Available from: https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046
20. Hamad, Karmand Abdulla. Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq.
Degree: Thesis (EdD), 2018, University of Exeter
URL: http://hdl.handle.net/10871/33927
Subjects/Keywords: learner autonomy; higher education; critical pedagogy
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APA (6th Edition):
Hamad, K. A. (2018). Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/33927
Chicago Manual of Style (16th Edition):
Hamad, Karmand Abdulla. “Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq.” 2018. Doctoral Dissertation, University of Exeter. Accessed February 27, 2021. http://hdl.handle.net/10871/33927.
MLA Handbook (7th Edition):
Hamad, Karmand Abdulla. “Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq.” 2018. Web. 27 Feb 2021.
Vancouver:
Hamad KA. Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq. [Internet] [Doctoral dissertation]. University of Exeter; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10871/33927.
Council of Science Editors:
Hamad KA. Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq. [Doctoral Dissertation]. University of Exeter; 2018. Available from: http://hdl.handle.net/10871/33927
University College Cork
21. Butler, Sheila. Practising critical pedagogy through the lens of constructive-developmental theory.
Degree: 2018, University College Cork
URL: http://hdl.handle.net/10468/7624
Subjects/Keywords: Education; Critical pedagogy; Constructive-developmental theory
Record Details
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APA (6th Edition):
Butler, S. (2018). Practising critical pedagogy through the lens of constructive-developmental theory. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/7624
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Butler, Sheila. “Practising critical pedagogy through the lens of constructive-developmental theory.” 2018. Thesis, University College Cork. Accessed February 27, 2021. http://hdl.handle.net/10468/7624.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Butler, Sheila. “Practising critical pedagogy through the lens of constructive-developmental theory.” 2018. Web. 27 Feb 2021.
Vancouver:
Butler S. Practising critical pedagogy through the lens of constructive-developmental theory. [Internet] [Thesis]. University College Cork; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10468/7624.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Butler S. Practising critical pedagogy through the lens of constructive-developmental theory. [Thesis]. University College Cork; 2018. Available from: http://hdl.handle.net/10468/7624
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of North Carolina – Greensboro
22. Lovett, Stephanie Jane. World religions: seeing with, not looking at.
Degree: 2016, University of North Carolina – Greensboro
URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000
Subjects/Keywords: Religions – Study and teaching; Critical pedagogy
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APA (6th Edition):
Lovett, S. J. (2016). World religions: seeing with, not looking at. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000
Chicago Manual of Style (16th Edition):
Lovett, Stephanie Jane. “World religions: seeing with, not looking at.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed February 27, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000.
MLA Handbook (7th Edition):
Lovett, Stephanie Jane. “World religions: seeing with, not looking at.” 2016. Web. 27 Feb 2021.
Vancouver:
Lovett SJ. World religions: seeing with, not looking at. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2021 Feb 27]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000.
Council of Science Editors:
Lovett SJ. World religions: seeing with, not looking at. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000
Montana State University
23. Lenart, Joshua Bela. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.
Degree: MA, College of Letters & Science, 2005, Montana State University
URL: https://scholarworks.montana.edu/xmlui/handle/1/1719
Subjects/Keywords: Rhetoric.; Critical pedagogy.
Record Details
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APA (6th Edition):
Lenart, J. B. (2005). Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1719
Chicago Manual of Style (16th Edition):
Lenart, Joshua Bela. “Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.” 2005. Masters Thesis, Montana State University. Accessed February 27, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1719.
MLA Handbook (7th Edition):
Lenart, Joshua Bela. “Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.” 2005. Web. 27 Feb 2021.
Vancouver:
Lenart JB. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. [Internet] [Masters thesis]. Montana State University; 2005. [cited 2021 Feb 27]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1719.
Council of Science Editors:
Lenart JB. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. [Masters Thesis]. Montana State University; 2005. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1719
Montana State University
24. Modic, Amiee L. Student misconceptions : identifying and reformulating what they bring to the chemistry table.
Degree: MS, Graduate School, 2011, Montana State University
URL: https://scholarworks.montana.edu/xmlui/handle/1/1886
Subjects/Keywords: Chemistry.; Critical pedagogy.; High school students.
Record Details
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APA (6th Edition):
Modic, A. L. (2011). Student misconceptions : identifying and reformulating what they bring to the chemistry table. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1886
Chicago Manual of Style (16th Edition):
Modic, Amiee L. “Student misconceptions : identifying and reformulating what they bring to the chemistry table.” 2011. Masters Thesis, Montana State University. Accessed February 27, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1886.
MLA Handbook (7th Edition):
Modic, Amiee L. “Student misconceptions : identifying and reformulating what they bring to the chemistry table.” 2011. Web. 27 Feb 2021.
Vancouver:
Modic AL. Student misconceptions : identifying and reformulating what they bring to the chemistry table. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Feb 27]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1886.
Council of Science Editors:
Modic AL. Student misconceptions : identifying and reformulating what they bring to the chemistry table. [Masters Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1886
University of Illinois – Urbana-Champaign
25. Radhakrishnan, Ritu. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.
Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/49648
Subjects/Keywords: Curriculum; Critical pedagogy; Arts education; Middle school
Record Details
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APA (6th Edition):
Radhakrishnan, R. (2014). "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49648
Chicago Manual of Style (16th Edition):
Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 27, 2021. http://hdl.handle.net/2142/49648.
MLA Handbook (7th Edition):
Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Web. 27 Feb 2021.
Vancouver:
Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2142/49648.
Council of Science Editors:
Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49648
University of Minnesota
26. Mason, Ann Mogush. Schooling culturally relevant pedagogy: one story about tension and transformation.
Degree: PhD, Education, Curriculum and Instruction, 2013, University of Minnesota
URL: http://purl.umn.edu/153909
Subjects/Keywords: Critical ethnography; Culturally relevant pedagogy; Race
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APA (6th Edition):
Mason, A. M. (2013). Schooling culturally relevant pedagogy: one story about tension and transformation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/153909
Chicago Manual of Style (16th Edition):
Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Doctoral Dissertation, University of Minnesota. Accessed February 27, 2021. http://purl.umn.edu/153909.
MLA Handbook (7th Edition):
Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Web. 27 Feb 2021.
Vancouver:
Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2021 Feb 27]. Available from: http://purl.umn.edu/153909.
Council of Science Editors:
Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/153909
Texas Tech University
27. Blumenthal, Jon Michael. A pedagogy of choice.
Degree: English, 1999, Texas Tech University
URL: http://hdl.handle.net/2346/16571
Subjects/Keywords: Critical pedagogy; Education
Record Details
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APA (6th Edition):
Blumenthal, J. M. (1999). A pedagogy of choice. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/16571
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Blumenthal, Jon Michael. “A pedagogy of choice.” 1999. Thesis, Texas Tech University. Accessed February 27, 2021. http://hdl.handle.net/2346/16571.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Blumenthal, Jon Michael. “A pedagogy of choice.” 1999. Web. 27 Feb 2021.
Vancouver:
Blumenthal JM. A pedagogy of choice. [Internet] [Thesis]. Texas Tech University; 1999. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2346/16571.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Blumenthal JM. A pedagogy of choice. [Thesis]. Texas Tech University; 1999. Available from: http://hdl.handle.net/2346/16571
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
California State University – Northridge
28. Scott, Lindsay Desiree. Teaching transformative justice for social change.
Degree: MA, Department of Communication Studies, 2012, California State University – Northridge
URL: http://hdl.handle.net/10211.2/1552
Subjects/Keywords: critical pedagogy; Dissertations, Academic – CSUN – Communication Studies.
Record Details
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APA (6th Edition):
Scott, L. D. (2012). Teaching transformative justice for social change. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/1552
Chicago Manual of Style (16th Edition):
Scott, Lindsay Desiree. “Teaching transformative justice for social change.” 2012. Masters Thesis, California State University – Northridge. Accessed February 27, 2021. http://hdl.handle.net/10211.2/1552.
MLA Handbook (7th Edition):
Scott, Lindsay Desiree. “Teaching transformative justice for social change.” 2012. Web. 27 Feb 2021.
Vancouver:
Scott LD. Teaching transformative justice for social change. [Internet] [Masters thesis]. California State University – Northridge; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10211.2/1552.
Council of Science Editors:
Scott LD. Teaching transformative justice for social change. [Masters Thesis]. California State University – Northridge; 2012. Available from: http://hdl.handle.net/10211.2/1552
Virginia Tech
29. Rowell, Jacob Ramone. Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System.
Degree: MSin Life Sciences, Agricultural and Extension Education, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/98731
Subjects/Keywords: critical pedagogy; hip hop; food system
Record Details
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APA (6th Edition):
Rowell, J. R. (2020). Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/98731
Chicago Manual of Style (16th Edition):
Rowell, Jacob Ramone. “Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System.” 2020. Masters Thesis, Virginia Tech. Accessed February 27, 2021. http://hdl.handle.net/10919/98731.
MLA Handbook (7th Edition):
Rowell, Jacob Ramone. “Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System.” 2020. Web. 27 Feb 2021.
Vancouver:
Rowell JR. Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System. [Internet] [Masters thesis]. Virginia Tech; 2020. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10919/98731.
Council of Science Editors:
Rowell JR. Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System. [Masters Thesis]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/98731
University of Minnesota
30. West, Rebecca. Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators.
Degree: PhD, Music Education, 2020, University of Minnesota
URL: http://hdl.handle.net/11299/216104
Subjects/Keywords: critical pedagogy; grounded theory; music therapy
Record Details
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APA (6th Edition):
West, R. (2020). Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/216104
Chicago Manual of Style (16th Edition):
West, Rebecca. “Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators.” 2020. Doctoral Dissertation, University of Minnesota. Accessed February 27, 2021. http://hdl.handle.net/11299/216104.
MLA Handbook (7th Edition):
West, Rebecca. “Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators.” 2020. Web. 27 Feb 2021.
Vancouver:
West R. Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators. [Internet] [Doctoral dissertation]. University of Minnesota; 2020. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11299/216104.
Council of Science Editors:
West R. Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators. [Doctoral Dissertation]. University of Minnesota; 2020. Available from: http://hdl.handle.net/11299/216104