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62
Hits 1 – 20 of 1.236
1
Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
Vesdrevanis, Anne Marie
. - 2022
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2
Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
Kim, Peter
. - 2022
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3
A Path to Decolonizing the Online Classroom
Woodford, Erin
In: Northwest Journal of Teacher Education (2022)
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4
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
sarbunan, thobias
. - : Open Science Framework, 2022
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5
Assessing Cognitive Flexibility, Other Executive Functions, and Learning in Healthy Adolescents ...
Uchiyama, Ryutaro
. - : Open Science Framework, 2022
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6
Cognitive Flexibility and Its Association with Linguistic Preferences, Decision-Making, Tolerance of Uncertainty and Perceived Social Support ...
Tong, Ke
. - : Open Science Framework, 2022
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7
“Give me a path to follow”: A Deweyan inquiry into training volunteer EAL tutors of adult refugees
Enriquez Watt, Maria
. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022
In: Theses: Doctorates and Masters (2022)
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8
“Our Brokenness Kind of Connects Us”: Exploring Social Justice Topics Through Read-Alouds in a Ninth-Grade Classroom
Hoppe, Kayln
. - 2022
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9
TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
Seytniyazova Sarbinaz Bakhadirovna
. - : Zenodo, 2022
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10
TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
Seytniyazova Sarbinaz Bakhadirovna
. - : Zenodo, 2022
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11
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
Kelly, Teresa Marie
;
Thompson, Stephanie
;
Bone, Sheryl
In: Georgia International Conference on Information Literacy (2022)
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12
Amjambo Africa! (January 2022)
Harrison, Kathereen
In: Amjambo Africa! (2022)
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13
Reinscribing and reimagining linguistic and social hierarchies in a prison-based language and literacy program
Sosnowski, Jim
. - 2022
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14
Ecosystem of Workplace Education and Training: Where Do Learners Fit?
Harris, Kathy
;
Vanek, Jen
;
Castek, Jill
...
In: 21CLEO Presentations and Publications (2022)
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15
TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
Madinger, Charles Brent
In: Theses and Dissertations--Communication (2022)
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16
Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
Pace, Jaclyn
;
Emmons, Regan
;
Hall, Kelsey
...
In: Outcomes and Impact Quarterly (2022)
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17
Student Centered Language Teaching: A Focus on Student Identity
Mano, Rachel
In: All Graduate Plan B and other Reports (2022)
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18
Affectivity and agency in English teaching for Youth and Adult Education
Diego Satyro
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 94-124 (2022) (2022)
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19
Silver Girls: A Modern Retelling of Little Women
Rinker, Jessica A.
In: Honors Program Theses and Projects (2021)
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20
Agroecological education for food sovereignty: Insights from formal and non-formal spheres in Brazil and Spain
Rivera-Ferre, Marta G.
;
Gallar, David
;
Calle-Collado, Ángel
;
Pimentel, Vania
. - : Elsevier, 2021
Abstract:
© 2021 The Authors. ; In a context of re-definition of what is Agroecology, we reflect on the characteristics of an agroecological education for food sovereignty (AEFS). To do this, we analyse four courses self-claiming to have a food sovereignty focus in the formal and non-formal spheres in Brazil and Spain by answering three questions: “from where” (motivations and actors promoting it), “who” (teachers, students), and “how” (pedagogies). We describe the commonalities and differences among them and show that in developing AEFS, the most important question is the from where. However, important differences may exist between the formal and non-formal spheres, mostly in the who and the how. AEFS in the classroom is based on diálogo de saberes, participatory methodologies and dynamics with a rotational focus (alternancia) on learning from the dialectic between theory and practice and reflection and action. Furthermore, the emotional and organizational spaces are as important as the “official” content of the course. We conclude that despite existing barriers to follow some of pedagogical tools in the formal sphere, it is possible to develop AEFS with a focus on transformative education.
Keyword:
Agroecology
;
Critical adult education
;
Education for food sovereignty
;
Radical pedagogy
;
Sustainable food systems
URL:
https://doi.org/10.1016/j.jrurstud.2021.10.003
http://hdl.handle.net/10261/264129
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