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Neighborhoods’s Names Created in Dourados (MS) between 2008-2018
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In: Signum: Estudos da Linguagem, Vol 23, Iss 3, Pp 43-58 (2020) (2020)
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Turning Dissertations into Books: Works-in-Progress
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In: Curriculum Studies Summer Collaborative (2019)
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Immigration, ethnicity, and neighborhood violence: considering both concentration and diversity effects
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Turning Dissertations into Books
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In: Curriculum Studies Summer Collaborative (2018)
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Abstract:
This is a works-in-progress session where multiethnic practitioner researchers in the Ed. D. in Curriculum Studies Program at Georgia Southern explore creative ways to dive into life, write into contradictions, and turn dissertations into books derived from programs of research on the life of schools, families, and communities in the U. S. South. The book series editors will work with prospective authors from diverse research paradigms on multiple forms of inquiry and representation in educational research. The book series editors will work with prospective authors particularly on the cultural, linguistic, and political poetics of personal, community, and historical narrative to liberate academic writing. The potentials, contributions, concerns, and future directions of various inquiries and representations are also discussed. Specifically, the book series editors will work with the prospective authors chapter by chapter. Published books in the series will be used as examples for the prospective authors as they compose a book prospectus, a mission statement, market questionnaires, book contract, and any other relevant documents for the submission of book manuscripts to the book series editors. The purpose of this work session is to explore creative ways to write about research and to recognize the importance of, and ways of engaging in such writing to embody a particular stance in relation to integrity, beauty, humanity, and freedom, to move beyond traditions and boundaries, and to embed inquiry in school, neighborhood, and community life to transform research into social and educational change. Book Series: Schubert, W. H., & He, M. F. (Series Eds.)(2008). Landscapes of education. Charlotte, NC: Information Age Publishing. Series Editors: William Schubert, University of Illinois at Chicago Published Books in the Series: [Schubert, W. H. (2009). Love, justice, and education: John Dewey and the utopians (Premiere Volume). Charlotte, NC: Information Age Publishing.] [Schultz, Brian D. (Ed.). (2011). Listening to and learning from students: Possibilities for teaching, learning, and curriculum (Volume 2). Charlotte, NC: Information Age Publishing.] [Provenzo Jr., Eugene F. Goodwin, Amanda, & Lipsky, Miriam. (Eds.). (2011). Multiliteracies: Beyond text and the written word (Volume 3). Charlotte, NC: Information Age Publishing.] [Whitlock, R. U. (2013). Queer South rising: Voices of a contested place (Volume 4). Charlotte, NC: Information Age Publishing.] [Lake, Robert. (2013). A curriculum of imagination in an era of standardization: An imaginative dialogue with Maxine Greene and Paulo Freire (Volume 5). Charlotte, NC: Information Age Publishing.] [Nettles, Saundra M. (2013). Necessary spaces: Experiences of African American children in Southern neighborhoods (Volume 6). Charlotte, NC: Information Age Publishing.] [Tillett, Wade. (2015). Living the questions. Charlotte, NC: Information Age Publishing.] [Swartz, Ronald. (2015). From Socrates to Summerhill and beyond: Towards an educational philosophy for personal responsibility. Charlotte, NC: Information Age Publishing.] [Chan, Elaine. (2015). Dragons in school hallways: Culture and curriculum intersecting on a school landscape in transition. Charlotte, NC: Information Age Publishing.] Book Series He, M. F., & Phillion, J. (Series Eds.)(2008). Research for social justice: Personal~passionate~participatory inquiry. Charlotte, NC: Information Age Publishing. Series Editor: Ming Fang He, Georgia Southern University Published Books in the Series: [He, M. F., & Phillion, J. (Eds.). (2008). Personal~passionate~participatory inquiry into social justice in education (Premiere Volume). Charlotte, NC: Information Age Publishing.] [Carger, C. L. (2009). Dreams deferred: Dropping out and struggling forward (Volume 2). Charlotte, NC: Information Age Publishing.] [Rodriguez, Eloisa. (2012). Esperanza school: A grassroots community school in Honduras (Volume 3). Charlotte, NC: Information Age Publishing.] [Cameron, Jeanne. (2012). Canaries Reflect on the Mine: Dropouts’ Stories of Schooling (Volume 4). Charlotte, NC: Information Age Publishing.] [Sharma, S., Phillion, J., Rahatzad, J., & Sasser, H. L. (2014) Internationalizing teacher education for social justice: Theory, research, and practice (Volume 5). Charlotte, NC: Information Age Publishing.] [Janis, Sonia E. (2016). Are you mixed? A war bride’s granddaughter’s narrative of lives in-between contested race, gender, class, and power. Charlotte, NC: Information Age Publishing.] [Marina, B. L. H, & Ross, S. (2016). Beyond retention: Cultivating spaces of equity, justice, and fairness for women of color in U.S. higher education. Charlotte, NC: Information Age Publishing.] [Schlein, Candace, & Garii, Barbara. (Eds.)(2016). Critical intercultural teaching and learning reader. Charlotte, NC: Information Age Publishing.]
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Keyword:
Communities in the U. S. South; Counternarratives of curriculum; Curriculum and Instruction; Curriculum and Social Inquiry; Higher Education and Teaching; Multiethnic practitioner researchers; Neighborhoods; Pushing methodological boundaries; Schools; Turning dissertations into books; Works-in-progress
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URL: https://digitalcommons.georgiasouthern.edu/cssc/2018/2018/22
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| 5 |
Research on Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the US South
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In: Georgia Educational Research Association Conference (2018)
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Utilization of Language Services for Clients with Limited English Proficiency Protocols
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| 7 |
Turning Dissertations into Books: Works-in-Progress
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In: Curriculum Studies Summer Collaborative (2016)
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Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South
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In: Curriculum Studies Summer Collaborative (2016)
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| 9 |
Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 15 of 15
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| 10 |
My Neighbor the Barbarian: Immigrant Neighborhoods in Classical Athens, Imperial Rome, and Tang Chang'an
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In: Abrecht, Ryan R.(2014). My Neighbor the Barbarian: Immigrant Neighborhoods in Classical Athens, Imperial Rome, and Tang Chang'an. 0035: History. Retrieved from: http://www.escholarship.org/uc/item/2d26c4tg (2014)
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| 11 |
Thinking About Power and Schooling Through Educational Theorists
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In: Curriculum Studies Summer Collaborative (2014)
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| 12 |
Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South
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In: Curriculum Studies Summer Collaborative (2014)
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| 13 |
The Nature of Phonetic Disassociation from Lexical Neighbors
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| 14 |
The Nature of Phonetic Disassociation from Lexical Neighbors
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In: Lefkowitz, Lee Michael. (2013). The Nature of Phonetic Disassociation from Lexical Neighbors. UCLA: Linguistics 0510. Retrieved from: http://www.escholarship.org/uc/item/1f59k0rf (2013)
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The Nature of Phonetic Disassociation from Lexical Neighbors
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| 16 |
A neighbourhood through the viewfinder: an autodriven photo-elicitation of a housing estate undergoing renewal
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| 17 |
Interfaces da vida loka: Um estudo sobre jovens, tráfico de drogas e violência em São Paulo ; Interfaces loka of life: a study on young drug trafficking and violence in Sao Paulo
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Testing the protracted lexical restructuring hypothesis: The effects of position and acoustic-phonetic clarity on sensitivity to mispronunciations in children and adults
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| 19 |
Communicative performances of social identity in an Algerian-French neighborhood in Paris
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