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You searched for subject:(emancipatory education). Showing records 1 – 30 of 48 total matches.

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Boston College

1. Saenz Ortiz, Raquel Yvonne. Shifting the educational narrative for youth of color: Moving from criminalization to liberation in alternative schooling.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2020, Boston College

 Youth of color are owed an “education debt” from this country, built on systems that sought to disenfranchise people of color, from colonialism and slavery… (more)

Subjects/Keywords: Alternative education; Critical consciousness; Culturally relevant pedagogy; Emancipatory pedagogy; Urban education

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

APA (6th Edition):

Saenz Ortiz, R. Y. (2020). Shifting the educational narrative for youth of color: Moving from criminalization to liberation in alternative schooling. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108806

Chicago Manual of Style (16th Edition):

Saenz Ortiz, Raquel Yvonne. “Shifting the educational narrative for youth of color: Moving from criminalization to liberation in alternative schooling.” 2020. Doctoral Dissertation, Boston College. Accessed October 31, 2020. http://dlib.bc.edu/islandora/object/bc-ir:108806.

MLA Handbook (7th Edition):

Saenz Ortiz, Raquel Yvonne. “Shifting the educational narrative for youth of color: Moving from criminalization to liberation in alternative schooling.” 2020. Web. 31 Oct 2020.

Vancouver:

Saenz Ortiz RY. Shifting the educational narrative for youth of color: Moving from criminalization to liberation in alternative schooling. [Internet] [Doctoral dissertation]. Boston College; 2020. [cited 2020 Oct 31]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108806.

Council of Science Editors:

Saenz Ortiz RY. Shifting the educational narrative for youth of color: Moving from criminalization to liberation in alternative schooling. [Doctoral Dissertation]. Boston College; 2020. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108806


University of Georgia

2. Darbisi, Benny Carolina. The learning experiences of Latina leaders negotiating cultures.

Degree: 2014, University of Georgia

 The purpose of this qualitative study was to explore the learning experiences of Latina leaders who work in community development in the Southeastern United States.… (more)

Subjects/Keywords: Adult Education; Feminism; Intersectionality; Latinas; Latina Leaders; Emancipatory Learning; Women’s Learning; Leadership; Emancipatory Leadership; Women’s Leadership; Southeastern U.S.; Cultures; Qualitative Research

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APA (6th Edition):

Darbisi, B. C. (2014). The learning experiences of Latina leaders negotiating cultures. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28503

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):

Darbisi, Benny Carolina. “The learning experiences of Latina leaders negotiating cultures.” 2014. Thesis, University of Georgia. Accessed October 31, 2020. http://hdl.handle.net/10724/28503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Darbisi, Benny Carolina. “The learning experiences of Latina leaders negotiating cultures.” 2014. Web. 31 Oct 2020.

Vancouver:

Darbisi BC. The learning experiences of Latina leaders negotiating cultures. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10724/28503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Darbisi BC. The learning experiences of Latina leaders negotiating cultures. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Arizona State University

3. Papenfuss, Jason. Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education.

Degree: Sustainability, 2019, Arizona State University

 Institutions of higher learning can be centers of meaning-making and learning and are expected to play a pivotal role in a global shift toward sustainability.… (more)

Subjects/Keywords: Education; Sustainability; Environmental education; Contemplation; Emancipatory Learning; Environmental Education; Sustainability Education; Transformative Learning

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APA (6th Edition):

Papenfuss, J. (2019). Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53805

Chicago Manual of Style (16th Edition):

Papenfuss, Jason. “Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education.” 2019. Doctoral Dissertation, Arizona State University. Accessed October 31, 2020. http://repository.asu.edu/items/53805.

MLA Handbook (7th Edition):

Papenfuss, Jason. “Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education.” 2019. Web. 31 Oct 2020.

Vancouver:

Papenfuss J. Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2020 Oct 31]. Available from: http://repository.asu.edu/items/53805.

Council of Science Editors:

Papenfuss J. Inside-Out Pedagogies: Transformative Innovations for Environmental and Sustainability Education. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53805

4. Francisco Pereira. (IM)POSSIBILIDADES DA CONSTRUÇÃO DE UMA EDUCAÇÃO EMANCIPADORA EM CURSOS TECNOLÓGICOS: uma abordagem a partir de dois cursos localizados em Goiânia e Anápolis.

Degree: 2008, Universidade Católica de Goiás

 A pesquisa (IM)Possibilidades da construção de uma educação emancipadora em cursos tecnológicos: uma abordagem a partir de dois cursos localizados em Goiânia e Anápolis teve… (more)

Subjects/Keywords: emancipação; professional education; emancipation; EDUCACAO; emancipatory education; educação emancipadora; educação profissional; capitalism; capitalismo

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APA (6th Edition):

Pereira, F. (2008). (IM)POSSIBILIDADES DA CONSTRUÇÃO DE UMA EDUCAÇÃO EMANCIPADORA EM CURSOS TECNOLÓGICOS: uma abordagem a partir de dois cursos localizados em Goiânia e Anápolis. (Thesis). Universidade Católica de Goiás. Retrieved from http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=542

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):

Pereira, Francisco. “(IM)POSSIBILIDADES DA CONSTRUÇÃO DE UMA EDUCAÇÃO EMANCIPADORA EM CURSOS TECNOLÓGICOS: uma abordagem a partir de dois cursos localizados em Goiânia e Anápolis.” 2008. Thesis, Universidade Católica de Goiás. Accessed October 31, 2020. http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=542.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pereira, Francisco. “(IM)POSSIBILIDADES DA CONSTRUÇÃO DE UMA EDUCAÇÃO EMANCIPADORA EM CURSOS TECNOLÓGICOS: uma abordagem a partir de dois cursos localizados em Goiânia e Anápolis.” 2008. Web. 31 Oct 2020.

Vancouver:

Pereira F. (IM)POSSIBILIDADES DA CONSTRUÇÃO DE UMA EDUCAÇÃO EMANCIPADORA EM CURSOS TECNOLÓGICOS: uma abordagem a partir de dois cursos localizados em Goiânia e Anápolis. [Internet] [Thesis]. Universidade Católica de Goiás; 2008. [cited 2020 Oct 31]. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=542.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pereira F. (IM)POSSIBILIDADES DA CONSTRUÇÃO DE UMA EDUCAÇÃO EMANCIPADORA EM CURSOS TECNOLÓGICOS: uma abordagem a partir de dois cursos localizados em Goiânia e Anápolis. [Thesis]. Universidade Católica de Goiás; 2008. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=542

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

5. Gable, Nancy E. We Make this Road by Walking: Evangelical Lutheran Church in America (ELCA) Diaconal Ministers as Emancipatory Educators of Adults .

Degree: 2014, Penn State University

 The purpose of this mixed method study was to discover how diaconal ministers in the Evangelical Lutheran Church in America (ELCA) practice their ministry and… (more)

Subjects/Keywords: emancipatory education; Teaching Perspectives Inventory; adult education; diaconal ministry; Paulo Freire; Myles Horton

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APA (6th Edition):

Gable, N. E. (2014). We Make this Road by Walking: Evangelical Lutheran Church in America (ELCA) Diaconal Ministers as Emancipatory Educators of Adults . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/21107

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):

Gable, Nancy E. “We Make this Road by Walking: Evangelical Lutheran Church in America (ELCA) Diaconal Ministers as Emancipatory Educators of Adults .” 2014. Thesis, Penn State University. Accessed October 31, 2020. https://submit-etda.libraries.psu.edu/catalog/21107.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gable, Nancy E. “We Make this Road by Walking: Evangelical Lutheran Church in America (ELCA) Diaconal Ministers as Emancipatory Educators of Adults .” 2014. Web. 31 Oct 2020.

Vancouver:

Gable NE. We Make this Road by Walking: Evangelical Lutheran Church in America (ELCA) Diaconal Ministers as Emancipatory Educators of Adults . [Internet] [Thesis]. Penn State University; 2014. [cited 2020 Oct 31]. Available from: https://submit-etda.libraries.psu.edu/catalog/21107.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gable NE. We Make this Road by Walking: Evangelical Lutheran Church in America (ELCA) Diaconal Ministers as Emancipatory Educators of Adults . [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/21107

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


York University

6. Magnusson, Rachel A. L. From Freedom to Equality: Thinking Politics and Education with Jacques Ranciere.

Degree: PhD, Political Science, 2015, York University

 Is there such a thing as an emancipatory education? If so, what does an emancipatory education look like? This is the question that motivates this… (more)

Subjects/Keywords: Political Science; Philosophy of education; Democratic education; Jacques Rancière; Education; Political theory; Theory of education; Radical education; Emancipation; Emancipatory education

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APA (6th Edition):

Magnusson, R. A. L. (2015). From Freedom to Equality: Thinking Politics and Education with Jacques Ranciere. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/28163

Chicago Manual of Style (16th Edition):

Magnusson, Rachel A L. “From Freedom to Equality: Thinking Politics and Education with Jacques Ranciere.” 2015. Doctoral Dissertation, York University. Accessed October 31, 2020. http://hdl.handle.net/10315/28163.

MLA Handbook (7th Edition):

Magnusson, Rachel A L. “From Freedom to Equality: Thinking Politics and Education with Jacques Ranciere.” 2015. Web. 31 Oct 2020.

Vancouver:

Magnusson RAL. From Freedom to Equality: Thinking Politics and Education with Jacques Ranciere. [Internet] [Doctoral dissertation]. York University; 2015. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10315/28163.

Council of Science Editors:

Magnusson RAL. From Freedom to Equality: Thinking Politics and Education with Jacques Ranciere. [Doctoral Dissertation]. York University; 2015. Available from: http://hdl.handle.net/10315/28163

7. Sônia Regina de Souza Fernandes. Projetos educativos escolares e práticas alfabetizadoras emacipatórias: os contributos da Escola da Ponte de Portugal.

Degree: 2008, Universidade do Vale do Rio do Sinos

The present thesis is a result of a research carried out at Escola da Ponte in Portugal, with the title Educative School Projects and Emancipatory(more)

Subjects/Keywords: projetos educativos; alfabetização; emancipação; educação libertadora; escola; educational projects; literacy; emancipatory; liberating education; school; EDUCACAO

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APA (6th Edition):

Fernandes, S. R. d. S. (2008). Projetos educativos escolares e práticas alfabetizadoras emacipatórias: os contributos da Escola da Ponte de Portugal. (Thesis). Universidade do Vale do Rio do Sinos. Retrieved from http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=804

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):

Fernandes, Sônia Regina de Souza. “Projetos educativos escolares e práticas alfabetizadoras emacipatórias: os contributos da Escola da Ponte de Portugal.” 2008. Thesis, Universidade do Vale do Rio do Sinos. Accessed October 31, 2020. http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=804.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fernandes, Sônia Regina de Souza. “Projetos educativos escolares e práticas alfabetizadoras emacipatórias: os contributos da Escola da Ponte de Portugal.” 2008. Web. 31 Oct 2020.

Vancouver:

Fernandes SRdS. Projetos educativos escolares e práticas alfabetizadoras emacipatórias: os contributos da Escola da Ponte de Portugal. [Internet] [Thesis]. Universidade do Vale do Rio do Sinos; 2008. [cited 2020 Oct 31]. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=804.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fernandes SRdS. Projetos educativos escolares e práticas alfabetizadoras emacipatórias: os contributos da Escola da Ponte de Portugal. [Thesis]. Universidade do Vale do Rio do Sinos; 2008. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=804

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade do Rio Grande do Norte

8. Bandeira, Carlos Idelfo Araújo. Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce .

Degree: 2008, Universidade do Rio Grande do Norte

 This piece of work consists in a study case of Crediamigo Comunidade, a product from the portfolio of Crediamigo Program of Banco do Nordeste, that… (more)

Subjects/Keywords: Empowerment; Capital social; Educação emancipatória; Crediamigo Comunidade; Microcredit; Empowerment; Social capital; Emancipatory education; Crediamigo Comunidade

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APA (6th Edition):

Bandeira, C. I. A. (2008). Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/12112

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):

Bandeira, Carlos Idelfo Araújo. “Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce .” 2008. Thesis, Universidade do Rio Grande do Norte. Accessed October 31, 2020. http://repositorio.ufrn.br/handle/123456789/12112.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bandeira, Carlos Idelfo Araújo. “Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce .” 2008. Web. 31 Oct 2020.

Vancouver:

Bandeira CIA. Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2008. [cited 2020 Oct 31]. Available from: http://repositorio.ufrn.br/handle/123456789/12112.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bandeira CIA. Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce . [Thesis]. Universidade do Rio Grande do Norte; 2008. Available from: http://repositorio.ufrn.br/handle/123456789/12112

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

9. Lucero, Jorge R. Ways of being: Conceptual art modes-of-operation for pedagogy as contemporary art practice .

Degree: 2011, Penn State University

 How can a pedagogical and creative practice coexist? Where are the interstices of these two practices that highlight both of their potentialities? How do pedagogy… (more)

Subjects/Keywords: performance art; conceptual art; pedagogy as contemporary art practice; emancipatory art education; participatory art practices

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APA (6th Edition):

Lucero, J. R. (2011). Ways of being: Conceptual art modes-of-operation for pedagogy as contemporary art practice . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12537

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):

Lucero, Jorge R. “Ways of being: Conceptual art modes-of-operation for pedagogy as contemporary art practice .” 2011. Thesis, Penn State University. Accessed October 31, 2020. https://submit-etda.libraries.psu.edu/catalog/12537.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lucero, Jorge R. “Ways of being: Conceptual art modes-of-operation for pedagogy as contemporary art practice .” 2011. Web. 31 Oct 2020.

Vancouver:

Lucero JR. Ways of being: Conceptual art modes-of-operation for pedagogy as contemporary art practice . [Internet] [Thesis]. Penn State University; 2011. [cited 2020 Oct 31]. Available from: https://submit-etda.libraries.psu.edu/catalog/12537.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lucero JR. Ways of being: Conceptual art modes-of-operation for pedagogy as contemporary art practice . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12537

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

10. Pemberton, Jennifer Lynn. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist .

Degree: 2016, Penn State University

 The purpose of this narrative study was two-fold: (a) to examine how breastfeeding mothers learn they are members of a marginalized group; and (b) to… (more)

Subjects/Keywords: Adult education; adult learning; women's learning; feminist pedagogy; emancipatory learning; activist learning; breastfeeding

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

APA (6th Edition):

Pemberton, J. L. (2016). "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27703

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):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist .” 2016. Thesis, Penn State University. Accessed October 31, 2020. https://submit-etda.libraries.psu.edu/catalog/27703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist .” 2016. Web. 31 Oct 2020.

Vancouver:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist . [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Oct 31]. Available from: https://submit-etda.libraries.psu.edu/catalog/27703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist . [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/27703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


York University

11. Zargarian, Tannaz. Iranian Women's Quest for Self-Liberation through the Internet and Social Media: An Emancipatory Pedagogy.

Degree: PhD, Education, 2020, York University

 This dissertation examines the discourse of body autonomy among Iranian women. It approaches the discourse of body autonomy by deconstructing veiling, public mobility, and sexuality,… (more)

Subjects/Keywords: Women's studies; Emancipatory education; the internet; social media; women's history; gender rights; autonomy; empowerment

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

APA (6th Edition):

Zargarian, T. (2020). Iranian Women's Quest for Self-Liberation through the Internet and Social Media: An Emancipatory Pedagogy. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/37668

Chicago Manual of Style (16th Edition):

Zargarian, Tannaz. “Iranian Women's Quest for Self-Liberation through the Internet and Social Media: An Emancipatory Pedagogy.” 2020. Doctoral Dissertation, York University. Accessed October 31, 2020. http://hdl.handle.net/10315/37668.

MLA Handbook (7th Edition):

Zargarian, Tannaz. “Iranian Women's Quest for Self-Liberation through the Internet and Social Media: An Emancipatory Pedagogy.” 2020. Web. 31 Oct 2020.

Vancouver:

Zargarian T. Iranian Women's Quest for Self-Liberation through the Internet and Social Media: An Emancipatory Pedagogy. [Internet] [Doctoral dissertation]. York University; 2020. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10315/37668.

Council of Science Editors:

Zargarian T. Iranian Women's Quest for Self-Liberation through the Internet and Social Media: An Emancipatory Pedagogy. [Doctoral Dissertation]. York University; 2020. Available from: http://hdl.handle.net/10315/37668


University of Canterbury

12. Macartney, Bernadette Christine. Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education.

Degree: PhD, Education, 2011, University of Canterbury

 This qualitative study is based on the narratives of two families who each parent a young disabled child. It focuses on the children’s and families’… (more)

Subjects/Keywords: Inclusive education; disability studies; autoethnography; assessment; pedagogy; Te Whariki; narrative; emancipatory pedagogy

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

APA (6th Edition):

Macartney, B. C. (2011). Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/9484

Chicago Manual of Style (16th Edition):

Macartney, Bernadette Christine. “Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education.” 2011. Doctoral Dissertation, University of Canterbury. Accessed October 31, 2020. http://dx.doi.org/10.26021/9484.

MLA Handbook (7th Edition):

Macartney, Bernadette Christine. “Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education.” 2011. Web. 31 Oct 2020.

Vancouver:

Macartney BC. Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education. [Internet] [Doctoral dissertation]. University of Canterbury; 2011. [cited 2020 Oct 31]. Available from: http://dx.doi.org/10.26021/9484.

Council of Science Editors:

Macartney BC. Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education. [Doctoral Dissertation]. University of Canterbury; 2011. Available from: http://dx.doi.org/10.26021/9484


Pontifícia Universidade Católica de São Paulo

13. Maria de Lourdes Silva Crepaldi. Avaliação e reorganização curricular: uma experiência no curso de odontologia.

Degree: 2007, Pontifícia Universidade Católica de São Paulo

O objeto do presente trabalho constituiu-se em identificar os focos obstacularizadores do desenvolvimento do currículo e buscar caminhos para reorganização curricular do curso de Odontologia… (more)

Subjects/Keywords: Emancipatory evaluation, Continued education; Educacao continuada; Odontologia  – Estudo e ensino (Superior); Institutional evaluation; Emancipatory curriculum organization; EDUCACAO; Avaliação institucional; Organização curricular emancipatória; Avaliação emancipatória, Formação continuada; Curriculos  – Avaliacao

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

APA (6th Edition):

Crepaldi, M. d. L. S. (2007). Avaliação e reorganização curricular: uma experiência no curso de odontologia. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=5343

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):

Crepaldi, Maria de Lourdes Silva. “Avaliação e reorganização curricular: uma experiência no curso de odontologia.” 2007. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed October 31, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=5343.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Crepaldi, Maria de Lourdes Silva. “Avaliação e reorganização curricular: uma experiência no curso de odontologia.” 2007. Web. 31 Oct 2020.

Vancouver:

Crepaldi MdLS. Avaliação e reorganização curricular: uma experiência no curso de odontologia. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2007. [cited 2020 Oct 31]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=5343.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crepaldi MdLS. Avaliação e reorganização curricular: uma experiência no curso de odontologia. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2007. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=5343

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Seyed Yousef, Seyedeh Zahra Agha. Edifying the Spirit of Love and Liberation in the Education of Young Children: Lessons from Critical Pedagogy and Reggio Emilia Inspired Educators.

Degree: Doctorate in Education, Education, 2019, Loyola Marymount University

  In an age of adultism in which children have been perceived as mere drains on society, schooling often has been viewed as a means… (more)

Subjects/Keywords: critical pedagogy; emancipatory practices; first grade; kindergarten; preschool; Reggio Emilia; Early Childhood Education; Education; Elementary Education

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

APA (6th Edition):

Seyed Yousef, S. Z. A. (2019). Edifying the Spirit of Love and Liberation in the Education of Young Children: Lessons from Critical Pedagogy and Reggio Emilia Inspired Educators. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/803

Chicago Manual of Style (16th Edition):

Seyed Yousef, Seyedeh Zahra Agha. “Edifying the Spirit of Love and Liberation in the Education of Young Children: Lessons from Critical Pedagogy and Reggio Emilia Inspired Educators.” 2019. Doctoral Dissertation, Loyola Marymount University. Accessed October 31, 2020. https://digitalcommons.lmu.edu/etd/803.

MLA Handbook (7th Edition):

Seyed Yousef, Seyedeh Zahra Agha. “Edifying the Spirit of Love and Liberation in the Education of Young Children: Lessons from Critical Pedagogy and Reggio Emilia Inspired Educators.” 2019. Web. 31 Oct 2020.

Vancouver:

Seyed Yousef SZA. Edifying the Spirit of Love and Liberation in the Education of Young Children: Lessons from Critical Pedagogy and Reggio Emilia Inspired Educators. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2019. [cited 2020 Oct 31]. Available from: https://digitalcommons.lmu.edu/etd/803.

Council of Science Editors:

Seyed Yousef SZA. Edifying the Spirit of Love and Liberation in the Education of Young Children: Lessons from Critical Pedagogy and Reggio Emilia Inspired Educators. [Doctoral Dissertation]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/803


University of Georgia

15. Cannon, Monica. Going beyond compliance.

Degree: 2014, University of Georgia

 A focus on over-industrialization of Western society has wrought a host of intertwined and impending changes to people and the planet. Sustainability advocates look to… (more)

Subjects/Keywords: Adult education; Business schools; Corporate sustainability; Curriculum design; Emancipatory education; Management education; Pedagogy; Program planning theory; MBA; Sustainability

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

APA (6th Edition):

Cannon, M. (2014). Going beyond compliance. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26264

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):

Cannon, Monica. “Going beyond compliance.” 2014. Thesis, University of Georgia. Accessed October 31, 2020. http://hdl.handle.net/10724/26264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cannon, Monica. “Going beyond compliance.” 2014. Web. 31 Oct 2020.

Vancouver:

Cannon M. Going beyond compliance. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10724/26264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cannon M. Going beyond compliance. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Fríscio, Fabiana Campacci [UNESP]. Fragmentos de experiências: reflexões sobre uma prática docente emancipatória.

Degree: 2016, Universidade Estadual Paulista

Esta pesquisa compartilha experiências de educação e na educação, sobretudo a pública. Foi baseada em experiências como professora de Artes, acumuladas durante dez anos junto… (more)

Subjects/Keywords: Educação; Teatro pós-dramático; Ensino de Arte; Prática emancipatória; Education; Post-dramatic theater; Art education; Emancipatory practice

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APA (6th Edition):

Fríscio, F. C. [. (2016). Fragmentos de experiências: reflexões sobre uma prática docente emancipatória. (Thesis). Universidade Estadual Paulista. Retrieved from http://hdl.handle.net/11449/142825

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):

Fríscio, Fabiana Campacci [UNESP]. “Fragmentos de experiências: reflexões sobre uma prática docente emancipatória.” 2016. Thesis, Universidade Estadual Paulista. Accessed October 31, 2020. http://hdl.handle.net/11449/142825.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fríscio, Fabiana Campacci [UNESP]. “Fragmentos de experiências: reflexões sobre uma prática docente emancipatória.” 2016. Web. 31 Oct 2020.

Vancouver:

Fríscio FC[. Fragmentos de experiências: reflexões sobre uma prática docente emancipatória. [Internet] [Thesis]. Universidade Estadual Paulista; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/11449/142825.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fríscio FC[. Fragmentos de experiências: reflexões sobre uma prática docente emancipatória. [Thesis]. Universidade Estadual Paulista; 2016. Available from: http://hdl.handle.net/11449/142825

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade Federal da Bahia

17. Cristine Lima Torres. Educação não-formal na marcha nacional pela reforma agrária : um estudo sobre a formação em movimento.

Degree: 2009, Universidade Federal da Bahia

This research discusses the non-formal education in the context of the National March for Agrarian Reform. It consist in a historical research above the formation… (more)

Subjects/Keywords: educação não-formal; educação emancipatória; cultura corporal; lazer; non-formal education; emancipatory education; body culture; leisure; EDUCACAO

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

APA (6th Edition):

Torres, C. L. (2009). Educação não-formal na marcha nacional pela reforma agrária : um estudo sobre a formação em movimento. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2140

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):

Torres, Cristine Lima. “Educação não-formal na marcha nacional pela reforma agrária : um estudo sobre a formação em movimento.” 2009. Thesis, Universidade Federal da Bahia. Accessed October 31, 2020. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2140.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Torres, Cristine Lima. “Educação não-formal na marcha nacional pela reforma agrária : um estudo sobre a formação em movimento.” 2009. Web. 31 Oct 2020.

Vancouver:

Torres CL. Educação não-formal na marcha nacional pela reforma agrária : um estudo sobre a formação em movimento. [Internet] [Thesis]. Universidade Federal da Bahia; 2009. [cited 2020 Oct 31]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2140.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Torres CL. Educação não-formal na marcha nacional pela reforma agrária : um estudo sobre a formação em movimento. [Thesis]. Universidade Federal da Bahia; 2009. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2140

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

18. Stratton, Pamela Veronica Wolski. Curriculum as praxis.

Degree: 2014, University of Georgia

 Health conditions related to diet are an ongoing concern in America. Diseases related to nutrition continue to escalate, not only with adults, but also with… (more)

Subjects/Keywords: action research; ethnography; emancipatory pedagogy; community-relevant education; culturally relevant; nutritional literacies; praxis; funds of knowledge; and science education

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

APA (6th Edition):

Stratton, P. V. W. (2014). Curriculum as praxis. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24507

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):

Stratton, Pamela Veronica Wolski. “Curriculum as praxis.” 2014. Thesis, University of Georgia. Accessed October 31, 2020. http://hdl.handle.net/10724/24507.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stratton, Pamela Veronica Wolski. “Curriculum as praxis.” 2014. Web. 31 Oct 2020.

Vancouver:

Stratton PVW. Curriculum as praxis. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10724/24507.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stratton PVW. Curriculum as praxis. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24507

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Miami University

19. Banda, Emmanuel. Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education.

Degree: PhD, Educational Leadership, 2014, Miami University

 This dissertation explores the transformative learning experiences of Zimbabwean graduate students studying in American higher education and the meanings they impute to their experiences. Anchored… (more)

Subjects/Keywords: Higher Education; Adult Education; Transformative leraning; informational learning; emancipatory epistemology; progressive educators and policymakers; international students

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

APA (6th Edition):

Banda, E. (2014). Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972

Chicago Manual of Style (16th Edition):

Banda, Emmanuel. “Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education.” 2014. Doctoral Dissertation, Miami University. Accessed October 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.

MLA Handbook (7th Edition):

Banda, Emmanuel. “Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education.” 2014. Web. 31 Oct 2020.

Vancouver:

Banda E. Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education. [Internet] [Doctoral dissertation]. Miami University; 2014. [cited 2020 Oct 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.

Council of Science Editors:

Banda E. Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education. [Doctoral Dissertation]. Miami University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972

20. Carlos Idelfo Araújo Bandeira. Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce.

Degree: 2008, Universidade Federal do Rio Grande do Norte

Este trabalho consiste em um estudo de caso sobre o Crediamigo Comunidade, um produto do portfólio do Programa Crediamigo do Banco do Nordeste, que utiliza… (more)

Subjects/Keywords: Crediamigo Comunidade; Capital social; Educação emancipatória; Crediamigo Comunidade; Microcredit; Empowerment; Social capital; Emancipatory education; Empowerment; ADMINISTRACAO DE EMPRESAS

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

APA (6th Edition):

Bandeira, C. I. A. (2008). Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2031

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):

Bandeira, Carlos Idelfo Araújo. “Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce.” 2008. Thesis, Universidade Federal do Rio Grande do Norte. Accessed October 31, 2020. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2031.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bandeira, Carlos Idelfo Araújo. “Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce.” 2008. Web. 31 Oct 2020.

Vancouver:

Bandeira CIA. Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2008. [cited 2020 Oct 31]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2031.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bandeira CIA. Microcrédito emancipatório no nordeste do Brasil? : estudo de caso do Crediamigo Comunidade nos municípios de Caucaia-Ce e Maranguape-Ce. [Thesis]. Universidade Federal do Rio Grande do Norte; 2008. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2031

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Costa, Patrícia Lírio. Os dispositivos didáticos de formação emancipatória no âmbito do Curso Técnico em Manutenção e Suporte em Informática integrado ao Ensino Médio do Campus Uberaba Parque Tecnológico do IFTM.

Degree: 2017, Instituto Politécnico do Porto

O presente trabalho procura identificar se os dispositivos didáticos utilizados no curso técnico em Manutenção e Suporte em Informática do Campus Avançado Uberaba Parque Tecnológico… (more)

Subjects/Keywords: Autonomia; Educação emancipatória; Dispositivos didáticos; Ensino; Autonomy; Emancipatory education; Teaching devices; Teaching; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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

APA (6th Edition):

Costa, P. L. (2017). Os dispositivos didáticos de formação emancipatória no âmbito do Curso Técnico em Manutenção e Suporte em Informática integrado ao Ensino Médio do Campus Uberaba Parque Tecnológico do IFTM. (Thesis). Instituto Politécnico do Porto. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/10729

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):

Costa, Patrícia Lírio. “Os dispositivos didáticos de formação emancipatória no âmbito do Curso Técnico em Manutenção e Suporte em Informática integrado ao Ensino Médio do Campus Uberaba Parque Tecnológico do IFTM.” 2017. Thesis, Instituto Politécnico do Porto. Accessed October 31, 2020. https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/10729.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Costa, Patrícia Lírio. “Os dispositivos didáticos de formação emancipatória no âmbito do Curso Técnico em Manutenção e Suporte em Informática integrado ao Ensino Médio do Campus Uberaba Parque Tecnológico do IFTM.” 2017. Web. 31 Oct 2020.

Vancouver:

Costa PL. Os dispositivos didáticos de formação emancipatória no âmbito do Curso Técnico em Manutenção e Suporte em Informática integrado ao Ensino Médio do Campus Uberaba Parque Tecnológico do IFTM. [Internet] [Thesis]. Instituto Politécnico do Porto; 2017. [cited 2020 Oct 31]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/10729.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Costa PL. Os dispositivos didáticos de formação emancipatória no âmbito do Curso Técnico em Manutenção e Suporte em Informática integrado ao Ensino Médio do Campus Uberaba Parque Tecnológico do IFTM. [Thesis]. Instituto Politécnico do Porto; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/10729

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade Estadual de Campinas

22. Macedo, Elina Elias de, 1965-. Crianças pequenininhas e a luta de classes: Tiny young children and the class struggle.

Degree: 2016, Universidade Estadual de Campinas

 Abstract: This Ph.D. thesis has as main goal to explore the participation of babies in the class conflict, and to verify how and if, in… (more)

Subjects/Keywords: Lactentes; Creches; Cultura infantil; Divisão sexual do trabalho; Educação emancipadora; Babies; Daycare centers; Child cultures; Sexual division of labor; Emancipatory education

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

APA (6th Edition):

Macedo, Elina Elias de, 1. (2016). Crianças pequenininhas e a luta de classes: Tiny young children and the class struggle. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/305021

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):

Macedo, Elina Elias de, 1965-. “Crianças pequenininhas e a luta de classes: Tiny young children and the class struggle.” 2016. Thesis, Universidade Estadual de Campinas. Accessed October 31, 2020. http://repositorio.unicamp.br/jspui/handle/REPOSIP/305021.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Macedo, Elina Elias de, 1965-. “Crianças pequenininhas e a luta de classes: Tiny young children and the class struggle.” 2016. Web. 31 Oct 2020.

Vancouver:

Macedo, Elina Elias de 1. Crianças pequenininhas e a luta de classes: Tiny young children and the class struggle. [Internet] [Thesis]. Universidade Estadual de Campinas; 2016. [cited 2020 Oct 31]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/305021.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Macedo, Elina Elias de 1. Crianças pequenininhas e a luta de classes: Tiny young children and the class struggle. [Thesis]. Universidade Estadual de Campinas; 2016. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/305021

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade do Estado do Rio de Janeiro

23. Elizabete Carlos do Vale. A Educação de Jovens e Adultos nos contextos de escolarização e as possibilidades de práticas educativas emancipatórias.

Degree: PhD, 2012, Universidade do Estado do Rio de Janeiro

A presente pesquisa discute a importância da Educação de Jovens e Adultos (EJA) nos contextos de escolarização buscando, a partir dos Estudos do Cotidiano, compreender… (more)

Subjects/Keywords: EDUCACAO; Práticas emancipatórias; EJA; Cotidiano escolar; Cultura; "Currículos praticados; Emancipatory practices; EJA (youngs and adults education); Daily school; Culture; Practiced curricula

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

APA (6th Edition):

Vale, E. C. d. (2012). A Educação de Jovens e Adultos nos contextos de escolarização e as possibilidades de práticas educativas emancipatórias. (Doctoral Dissertation). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5313 ;

Chicago Manual of Style (16th Edition):

Vale, Elizabete Carlos do. “A Educação de Jovens e Adultos nos contextos de escolarização e as possibilidades de práticas educativas emancipatórias.” 2012. Doctoral Dissertation, Universidade do Estado do Rio de Janeiro. Accessed October 31, 2020. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5313 ;.

MLA Handbook (7th Edition):

Vale, Elizabete Carlos do. “A Educação de Jovens e Adultos nos contextos de escolarização e as possibilidades de práticas educativas emancipatórias.” 2012. Web. 31 Oct 2020.

Vancouver:

Vale ECd. A Educação de Jovens e Adultos nos contextos de escolarização e as possibilidades de práticas educativas emancipatórias. [Internet] [Doctoral dissertation]. Universidade do Estado do Rio de Janeiro; 2012. [cited 2020 Oct 31]. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5313 ;.

Council of Science Editors:

Vale ECd. A Educação de Jovens e Adultos nos contextos de escolarização e as possibilidades de práticas educativas emancipatórias. [Doctoral Dissertation]. Universidade do Estado do Rio de Janeiro; 2012. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5313 ;


University of Pretoria

24. [No author]. Education policy and social justice in higher education : a South African case study .

Degree: 2010, University of Pretoria

 The study is a critical investigation of social justice concerns in higher education policy in emerging democracies such as South Africa. The study focuses on… (more)

Subjects/Keywords: Commodification of education; Neo-liberalism; Hiv/aids; Access into higher education; Gender equality; Higher education policy challenges; Social justice; Emancipatory possibilities; Radical social justice agenda; UCTD

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

APA (6th Edition):

author], [. (2010). Education policy and social justice in higher education : a South African case study . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04242010-194940/

Chicago Manual of Style (16th Edition):

author], [No. “Education policy and social justice in higher education : a South African case study .” 2010. Doctoral Dissertation, University of Pretoria. Accessed October 31, 2020. http://upetd.up.ac.za/thesis/available/etd-04242010-194940/.

MLA Handbook (7th Edition):

author], [No. “Education policy and social justice in higher education : a South African case study .” 2010. Web. 31 Oct 2020.

Vancouver:

author] [. Education policy and social justice in higher education : a South African case study . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2020 Oct 31]. Available from: http://upetd.up.ac.za/thesis/available/etd-04242010-194940/.

Council of Science Editors:

author] [. Education policy and social justice in higher education : a South African case study . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-04242010-194940/


Universidade Federal do Maranhão

25. DANIELTON CAMPOS MELONIO. EDUCATION, EMANCIPATION AND BARBARISM: The school evaluation is an obstacle to the construction of emancipatory education?.

Degree: 2012, Universidade Federal do Maranhão

 Investiga a relação entre Educação, emancipação e barbárie, questionando se a avaliação es-colar é um obstáculo para a realização de uma Educação emancipatória. Pesquisa de… (more)

Subjects/Keywords: Educação Superior; Avaliação escolar; Educação Emancipatória; Educação e Barbárie; Escola de Frankfurt; Curso de Direito; EDUCACAO; Higher education; School evaluation; Emancipatory Education; Education and Barbarism; The Frankfurt School; Law school

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APA (6th Edition):

MELONIO, D. C. (2012). EDUCATION, EMANCIPATION AND BARBARISM: The school evaluation is an obstacle to the construction of emancipatory education?. (Thesis). Universidade Federal do Maranhão. Retrieved from http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=717

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):

MELONIO, DANIELTON CAMPOS. “EDUCATION, EMANCIPATION AND BARBARISM: The school evaluation is an obstacle to the construction of emancipatory education?.” 2012. Thesis, Universidade Federal do Maranhão. Accessed October 31, 2020. http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

MELONIO, DANIELTON CAMPOS. “EDUCATION, EMANCIPATION AND BARBARISM: The school evaluation is an obstacle to the construction of emancipatory education?.” 2012. Web. 31 Oct 2020.

Vancouver:

MELONIO DC. EDUCATION, EMANCIPATION AND BARBARISM: The school evaluation is an obstacle to the construction of emancipatory education?. [Internet] [Thesis]. Universidade Federal do Maranhão; 2012. [cited 2020 Oct 31]. Available from: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MELONIO DC. EDUCATION, EMANCIPATION AND BARBARISM: The school evaluation is an obstacle to the construction of emancipatory education?. [Thesis]. Universidade Federal do Maranhão; 2012. Available from: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

26. Tjabane, Masebala. Education policy and social justice in higher education : a South African case study.

Degree: Education Management and Policy Studies, 2010, University of Pretoria

 The study is a critical investigation of social justice concerns in higher education policy in emerging democracies such as South Africa. The study focuses on… (more)

Subjects/Keywords: Commodification of education; Neo-liberalism; Hiv/aids; Access into higher education; Gender equality; Higher education policy challenges; Social justice; Emancipatory possibilities; Radical social justice agenda; UCTD

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

APA (6th Edition):

Tjabane, M. (2010). Education policy and social justice in higher education : a South African case study. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24121

Chicago Manual of Style (16th Edition):

Tjabane, Masebala. “Education policy and social justice in higher education : a South African case study.” 2010. Doctoral Dissertation, University of Pretoria. Accessed October 31, 2020. http://hdl.handle.net/2263/24121.

MLA Handbook (7th Edition):

Tjabane, Masebala. “Education policy and social justice in higher education : a South African case study.” 2010. Web. 31 Oct 2020.

Vancouver:

Tjabane M. Education policy and social justice in higher education : a South African case study. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2263/24121.

Council of Science Editors:

Tjabane M. Education policy and social justice in higher education : a South African case study. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/24121

27. Maurício Cesar Vitória Fagundes. Universidade e projeto político-pedagógico: diálogos possíveis fomentando formações emancipatórias.

Degree: 2009, Universidade do Vale do Rio do Sinos

O estudo reflete sobre a possibilidade de um Projeto Político-Pedagógico (PPP) de uma universidade pública, de intencionalidade emancipatória, impactar a formação e ação profissional de… (more)

Subjects/Keywords: dialectics; dialogue; EDUCACAO; projeto político-pedagógico; educação superior; ensino de graduação; universidade; currículo emancipatório; autonomia; dialética; diálogo; political and educational project; higher education; undergraduate education; university; curriculum emancipatory; autonomy

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

APA (6th Edition):

Fagundes, M. C. V. (2009). Universidade e projeto político-pedagógico: diálogos possíveis fomentando formações emancipatórias. (Thesis). Universidade do Vale do Rio do Sinos. Retrieved from http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1043

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):

Fagundes, Maurício Cesar Vitória. “Universidade e projeto político-pedagógico: diálogos possíveis fomentando formações emancipatórias.” 2009. Thesis, Universidade do Vale do Rio do Sinos. Accessed October 31, 2020. http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fagundes, Maurício Cesar Vitória. “Universidade e projeto político-pedagógico: diálogos possíveis fomentando formações emancipatórias.” 2009. Web. 31 Oct 2020.

Vancouver:

Fagundes MCV. Universidade e projeto político-pedagógico: diálogos possíveis fomentando formações emancipatórias. [Internet] [Thesis]. Universidade do Vale do Rio do Sinos; 2009. [cited 2020 Oct 31]. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fagundes MCV. Universidade e projeto político-pedagógico: diálogos possíveis fomentando formações emancipatórias. [Thesis]. Universidade do Vale do Rio do Sinos; 2009. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Souza, Marívia Perpétua Sampaio. Supervisão escolar: desafios e compromissos com a educação emancipatória.

Degree: Mestrado, Educação, 2012, University of São Paulo

Esta dissertação discute a supervisão escolar a partir do exame de sua origem histórica, baseando-se em pesquisa documental acerca do tema. Considerando a função do… (more)

Subjects/Keywords: Administração escolar; Assistance to schools; Assistência às escolas; Educação emancipatória; Emancipatory education; Política pública; Public policy; Qualidade da educação; Quality of education; School administration; School supervision; Supervisão escolar

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APA (6th Edition):

Souza, M. P. S. (2012). Supervisão escolar: desafios e compromissos com a educação emancipatória. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29112012-104200/ ;

Chicago Manual of Style (16th Edition):

Souza, Marívia Perpétua Sampaio. “Supervisão escolar: desafios e compromissos com a educação emancipatória.” 2012. Masters Thesis, University of São Paulo. Accessed October 31, 2020. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29112012-104200/ ;.

MLA Handbook (7th Edition):

Souza, Marívia Perpétua Sampaio. “Supervisão escolar: desafios e compromissos com a educação emancipatória.” 2012. Web. 31 Oct 2020.

Vancouver:

Souza MPS. Supervisão escolar: desafios e compromissos com a educação emancipatória. [Internet] [Masters thesis]. University of São Paulo; 2012. [cited 2020 Oct 31]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29112012-104200/ ;.

Council of Science Editors:

Souza MPS. Supervisão escolar: desafios e compromissos com a educação emancipatória. [Masters Thesis]. University of São Paulo; 2012. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29112012-104200/ ;


University of Michigan

29. Duntley-Matos, Roxanna I. Transformative Accomplices: Multicultural Community Organizing in a Transnational Educational Context.

Degree: PhD, Social Work and Anthropology, 2011, University of Michigan

 The long-term existence of K through higher education programs and their discourses of inclusive diversity have not closed the achievement gap of minority students. Some… (more)

Subjects/Keywords: Transnational Emancipatory Community-Based Education; African-American Studies; American and Canadian Studies; Anthropology and Archaeology; Education; Latin American and Caribbean Studies; Social Sciences (General); Social Work; Social Sciences

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

APA (6th Edition):

Duntley-Matos, R. I. (2011). Transformative Accomplices: Multicultural Community Organizing in a Transnational Educational Context. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/89690

Chicago Manual of Style (16th Edition):

Duntley-Matos, Roxanna I. “Transformative Accomplices: Multicultural Community Organizing in a Transnational Educational Context.” 2011. Doctoral Dissertation, University of Michigan. Accessed October 31, 2020. http://hdl.handle.net/2027.42/89690.

MLA Handbook (7th Edition):

Duntley-Matos, Roxanna I. “Transformative Accomplices: Multicultural Community Organizing in a Transnational Educational Context.” 2011. Web. 31 Oct 2020.

Vancouver:

Duntley-Matos RI. Transformative Accomplices: Multicultural Community Organizing in a Transnational Educational Context. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2027.42/89690.

Council of Science Editors:

Duntley-Matos RI. Transformative Accomplices: Multicultural Community Organizing in a Transnational Educational Context. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/89690


Pontifícia Universidade Católica de São Paulo

30. Carolina Arantes Pereira. Processo de formação de professores universitários engajados no currículo por Projetos da Proposta Integral de Educação Emancipatória da UFPR Litoral.

Degree: 2012, Pontifícia Universidade Católica de São Paulo

 docentes que participam de projetos inovadores, uma vez que tal formação é fundamental no êxito desses projetos. Os mesmos são idealizados e construídos a partir… (more)

Subjects/Keywords: CURRICULO; Formação docente; Ensino superior; Projetos educacionais inovadores; Currículo por projetos; Formação para educação emancipatória; Faculty formation; Higher education; Innovative educational projects; Curriculum by projects; Formation for emancipatory education

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

APA (6th Edition):

Pereira, C. A. (2012). Processo de formação de professores universitários engajados no currículo por Projetos da Proposta Integral de Educação Emancipatória da UFPR Litoral. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=15273

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):

Pereira, Carolina Arantes. “Processo de formação de professores universitários engajados no currículo por Projetos da Proposta Integral de Educação Emancipatória da UFPR Litoral.” 2012. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed October 31, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=15273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pereira, Carolina Arantes. “Processo de formação de professores universitários engajados no currículo por Projetos da Proposta Integral de Educação Emancipatória da UFPR Litoral.” 2012. Web. 31 Oct 2020.

Vancouver:

Pereira CA. Processo de formação de professores universitários engajados no currículo por Projetos da Proposta Integral de Educação Emancipatória da UFPR Litoral. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2012. [cited 2020 Oct 31]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=15273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pereira CA. Processo de formação de professores universitários engajados no currículo por Projetos da Proposta Integral de Educação Emancipatória da UFPR Litoral. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2012. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=15273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

[1] [2]

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