Pub Date : 2022-07-03DOI: 10.1080/10665684.2022.2124598
Katie Johnston-Goodstar, LeVi Boucher, Megan Red Shirt-Shaw
ABSTRACT Research suggests a crisis in Native American education. Disparities in academic success are well-documented and have persisted despite myriad intervention efforts. Utilizing a decolonial Youth Participatory Action Research methodology and mixed-methods design, a team of youth researchers and adult collaborators conducted iterative rounds of participatory education, data collection, and analysis. Through this process, we generated evidence of Native-specific school pushout practices or what we call “punches” delivered by the institution: schooling designed for dispossession, curricular harm, disproportionate discipline, and microaggressions/racism. Collectively, our findings support alternative interpretations of the crisis in Native American education and suggest the institution itself must be placed at the epicenter; schools must be accountable to their co-creation of this crisis. We recommend strategies to address these structural factors and pursue educational justice for Native youth.
{"title":"“You Take the Punches”: Native Youth Experiences of School Pushout","authors":"Katie Johnston-Goodstar, LeVi Boucher, Megan Red Shirt-Shaw","doi":"10.1080/10665684.2022.2124598","DOIUrl":"https://doi.org/10.1080/10665684.2022.2124598","url":null,"abstract":"ABSTRACT Research suggests a crisis in Native American education. Disparities in academic success are well-documented and have persisted despite myriad intervention efforts. Utilizing a decolonial Youth Participatory Action Research methodology and mixed-methods design, a team of youth researchers and adult collaborators conducted iterative rounds of participatory education, data collection, and analysis. Through this process, we generated evidence of Native-specific school pushout practices or what we call “punches” delivered by the institution: schooling designed for dispossession, curricular harm, disproportionate discipline, and microaggressions/racism. Collectively, our findings support alternative interpretations of the crisis in Native American education and suggest the institution itself must be placed at the epicenter; schools must be accountable to their co-creation of this crisis. We recommend strategies to address these structural factors and pursue educational justice for Native youth.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43232797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10665684.2022.2131198
J. Merewether, B. Gobby, M. Blaise
ABSTRACT Onrushing ecological precarity and collapse disproportionately affects particular humans and their common worlds. This article proposes that in the face of the myriad crises the Earth is experiencing, and the uneven distribution of their effects, extending conceptions of justice in education beyond the human is crucial. This, however, requires honing the ability to notice and attune to the common worlds we inhabit. Drawing on research which deployed a “walking with” methodology with young children in a national park, this article considers the potential of listening in multiple registers as a move toward common worlds justice in post-anthropocentric education. Possibilities for thinking with the registers of sound and smell are put forward for researchers and educators working with young children. The article concludes with a speculative vignette that offers pedagogical openings which make room for common worlds justice.
{"title":"Common Worlds Justice in Post-Anthropocentric Education: Attuning to the More-Than-Human through Walking with Sound and Smell","authors":"J. Merewether, B. Gobby, M. Blaise","doi":"10.1080/10665684.2022.2131198","DOIUrl":"https://doi.org/10.1080/10665684.2022.2131198","url":null,"abstract":"ABSTRACT Onrushing ecological precarity and collapse disproportionately affects particular humans and their common worlds. This article proposes that in the face of the myriad crises the Earth is experiencing, and the uneven distribution of their effects, extending conceptions of justice in education beyond the human is crucial. This, however, requires honing the ability to notice and attune to the common worlds we inhabit. Drawing on research which deployed a “walking with” methodology with young children in a national park, this article considers the potential of listening in multiple registers as a move toward common worlds justice in post-anthropocentric education. Possibilities for thinking with the registers of sound and smell are put forward for researchers and educators working with young children. The article concludes with a speculative vignette that offers pedagogical openings which make room for common worlds justice.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43132142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10665684.2022.2132190
Bretton A. Varga, Mark E. Helmsing, C. van Kessel, Rebecca C. Christ
ABSTRACT This article engages in curriculum work regarding the theft of Black bodies and history/ies, the plundering of Black cemeteries, and sustained hegemonic efforts to use and reuse Black bodies for white/settler onto-epistemological advancements. In particular, this article draws from assemblages of violence and necropolitics to explore implications of postmortem racism on curriculum studies. By tracing the history of body snatching, we identify and discuss the problematic of snatching as a practice and connect it to the problematic of white/settler onto-epistemologies that remain (violently) connected to educational research. The implications of these problematics lead us to call for more wake work in embodying, decolonizing, and unsettling curriculum.
{"title":"Snatching Bodies, Snatching History/ies: Exhuming the Insidious Plundering of Black Cemeteries as a Curriculum of Postmortem Racism","authors":"Bretton A. Varga, Mark E. Helmsing, C. van Kessel, Rebecca C. Christ","doi":"10.1080/10665684.2022.2132190","DOIUrl":"https://doi.org/10.1080/10665684.2022.2132190","url":null,"abstract":"ABSTRACT This article engages in curriculum work regarding the theft of Black bodies and history/ies, the plundering of Black cemeteries, and sustained hegemonic efforts to use and reuse Black bodies for white/settler onto-epistemological advancements. In particular, this article draws from assemblages of violence and necropolitics to explore implications of postmortem racism on curriculum studies. By tracing the history of body snatching, we identify and discuss the problematic of snatching as a practice and connect it to the problematic of white/settler onto-epistemologies that remain (violently) connected to educational research. The implications of these problematics lead us to call for more wake work in embodying, decolonizing, and unsettling curriculum.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44350138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10665684.2022.2129338
Sara A. Field
ABSTRACT This poem was written as a final project for the author’s Critical Perspectives in Education course at George Mason University in Fall of 2021. In addition to having students read critical works, Dr. Dodman, the professor, encouraged creative reflections and non-traditional reading responses. The author also engaged in an Extended Communal Engagement (ECE) group with two peers to discuss the readings and make real-world connections. This poem is the author’s final project in which she reflects on her readings and experiences with critical pedagogies. It was her hope that the poem would not only fulfill the course requirements but also be shared with a wider community of critical scholars, thus acting as praxis—practice and action. The poem is set in the context of the post-vaccination time of the COVID-19 global pandemic, in which the course was still taught online, but most businesses had reopened.
{"title":"This Poem is Liberatory Praxis","authors":"Sara A. Field","doi":"10.1080/10665684.2022.2129338","DOIUrl":"https://doi.org/10.1080/10665684.2022.2129338","url":null,"abstract":"ABSTRACT This poem was written as a final project for the author’s Critical Perspectives in Education course at George Mason University in Fall of 2021. In addition to having students read critical works, Dr. Dodman, the professor, encouraged creative reflections and non-traditional reading responses. The author also engaged in an Extended Communal Engagement (ECE) group with two peers to discuss the readings and make real-world connections. This poem is the author’s final project in which she reflects on her readings and experiences with critical pedagogies. It was her hope that the poem would not only fulfill the course requirements but also be shared with a wider community of critical scholars, thus acting as praxis—practice and action. The poem is set in the context of the post-vaccination time of the COVID-19 global pandemic, in which the course was still taught online, but most businesses had reopened.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47022568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-26DOI: 10.1080/10665684.2022.2076783
Nickolaus A. Ortiz, Naomi A. Jessup
ABSTRACT The COVID-19 pandemic brought booming economies, seemingly world-class health care systems, educational infrastructures, and the lives and well-being of nations to a complete standstill. Georgia was one of the few states that released their Shelter-in-Place order early, while reports suggest that Black communities have disproportionally higher rates of deaths and hospitalizations. What mathematics would allow students to critically examine the data shared and other data reported about the COVID-19 pandemic? In this essay, we apply a culturally relevant pedagogical (CRP) lens to examine the mathematics curriculum taught in K-12 schools before and during the COVID-19 pandemic. Specifically, we consider the shortcomings of the curriculum given the impact of the pandemic on Black communities in Atlanta, Georgia, and the barrage of statistics used to inform their lives. We consider how to look at mathematics curriculum through a CRP lens and what that means in terms of the scope of standards that are being addressed and the flexibility for teachers to have autonomy to go beyond the prescribed curriculum. Two concentration areas are addressed, and they highlight how to use a CRP lens for secondary and elementary mathematics relevant to our local context in ways that envision how mathematics curriculum can support Black children moving forward.
{"title":"Blackness and the Pandemic: Critiquing the Mathematics Curriculum in a Large Urban City","authors":"Nickolaus A. Ortiz, Naomi A. Jessup","doi":"10.1080/10665684.2022.2076783","DOIUrl":"https://doi.org/10.1080/10665684.2022.2076783","url":null,"abstract":"ABSTRACT The COVID-19 pandemic brought booming economies, seemingly world-class health care systems, educational infrastructures, and the lives and well-being of nations to a complete standstill. Georgia was one of the few states that released their Shelter-in-Place order early, while reports suggest that Black communities have disproportionally higher rates of deaths and hospitalizations. What mathematics would allow students to critically examine the data shared and other data reported about the COVID-19 pandemic? In this essay, we apply a culturally relevant pedagogical (CRP) lens to examine the mathematics curriculum taught in K-12 schools before and during the COVID-19 pandemic. Specifically, we consider the shortcomings of the curriculum given the impact of the pandemic on Black communities in Atlanta, Georgia, and the barrage of statistics used to inform their lives. We consider how to look at mathematics curriculum through a CRP lens and what that means in terms of the scope of standards that are being addressed and the flexibility for teachers to have autonomy to go beyond the prescribed curriculum. Two concentration areas are addressed, and they highlight how to use a CRP lens for secondary and elementary mathematics relevant to our local context in ways that envision how mathematics curriculum can support Black children moving forward.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44859022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-26DOI: 10.1080/10665684.2022.2076787
Leila Angod
ABSTRACT Voluntourism, or volunteer abroad, is a form of travel involving unpaid work intended to benefit a local community. Critiques of voluntourism as reproducing and, indeed, perpetuating global inequities are yielding a re-framing of voluntourism around principles of partnership and equality. Drawing from ethnographic data, this article analyzes one school’s efforts to establish and leverage a voluntourism program as social justice education. I trace a reversible discourse of inspiration (“I inspire Others” and “I am inspired by Others”) to demonstrate how elite school students, white and of color, transmute extractive relationships with their Black South African peers into feeling good about doing good, thus becoming an exceptional Canadian subject: the global (girl) citizen. The findings have implications for understanding voluntourism as a salient site for grooming young elites to participate in the production of the white settler state. This article demonstrates how voluntourism fails as social justice education, and provokes a larger debate about abolishing school-based voluntourism.
{"title":"Learning to Enact Canadian Exceptionalism: The Failure of Voluntourism as Social Justice Education","authors":"Leila Angod","doi":"10.1080/10665684.2022.2076787","DOIUrl":"https://doi.org/10.1080/10665684.2022.2076787","url":null,"abstract":"ABSTRACT Voluntourism, or volunteer abroad, is a form of travel involving unpaid work intended to benefit a local community. Critiques of voluntourism as reproducing and, indeed, perpetuating global inequities are yielding a re-framing of voluntourism around principles of partnership and equality. Drawing from ethnographic data, this article analyzes one school’s efforts to establish and leverage a voluntourism program as social justice education. I trace a reversible discourse of inspiration (“I inspire Others” and “I am inspired by Others”) to demonstrate how elite school students, white and of color, transmute extractive relationships with their Black South African peers into feeling good about doing good, thus becoming an exceptional Canadian subject: the global (girl) citizen. The findings have implications for understanding voluntourism as a salient site for grooming young elites to participate in the production of the white settler state. This article demonstrates how voluntourism fails as social justice education, and provokes a larger debate about abolishing school-based voluntourism.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46697151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.1080/10665684.2022.2076782
Stewart Manley
ABSTRACT This triptych uses academic literature, poetry, and personal reflection to illustrate the impact of the invisible currents of power that run through society and history on three fictional individuals—a Native Hawaiian woman on the Hamakua coast of the Island of Hawai`i, a girl in a refugee camp on the Thailand-Myanmar border, and a military general in a government building in Naypyidaw, the capital of Myanmar.
{"title":"Invisible Currents of Power Course Beneath the Surface of Our Rivers","authors":"Stewart Manley","doi":"10.1080/10665684.2022.2076782","DOIUrl":"https://doi.org/10.1080/10665684.2022.2076782","url":null,"abstract":"ABSTRACT This triptych uses academic literature, poetry, and personal reflection to illustrate the impact of the invisible currents of power that run through society and history on three fictional individuals—a Native Hawaiian woman on the Hamakua coast of the Island of Hawai`i, a girl in a refugee camp on the Thailand-Myanmar border, and a military general in a government building in Naypyidaw, the capital of Myanmar.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45838111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.1080/10665684.2022.2064317
Kristyn Lue, Hadiyyah Kuma, Kaitlind Peters, Rubén Gaztambide-Fernández, Sandy Grande, D. Mcgregor, K. Yang
ABSTRACT We begin this kitchen-table talk with personal offerings that reflect our connection to—and positioning within—this work. Drawing on our personal experiences, our commitments, and our histories, we discuss the importance of reclaiming and recovering indigenous ways of knowing and being, the importance and centrality of community, and the possibilities of educational settings—even while operating as colonial enterprises—as a site for connection. We conclude with the possibilities of both building and looking towards a decolonial, anticolonial, and indigenous future.
{"title":"“Relinking Back to Community”: A Kitchen-Table Talk on Decolonization of Body, Place, Space, Speech, and Tongue","authors":"Kristyn Lue, Hadiyyah Kuma, Kaitlind Peters, Rubén Gaztambide-Fernández, Sandy Grande, D. Mcgregor, K. Yang","doi":"10.1080/10665684.2022.2064317","DOIUrl":"https://doi.org/10.1080/10665684.2022.2064317","url":null,"abstract":"ABSTRACT We begin this kitchen-table talk with personal offerings that reflect our connection to—and positioning within—this work. Drawing on our personal experiences, our commitments, and our histories, we discuss the importance of reclaiming and recovering indigenous ways of knowing and being, the importance and centrality of community, and the possibilities of educational settings—even while operating as colonial enterprises—as a site for connection. We conclude with the possibilities of both building and looking towards a decolonial, anticolonial, and indigenous future.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49404056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-23DOI: 10.1080/10665684.2022.2064388
S. Vandeyar
ABSTRACT This article explores South African academics’ responses to the call for decolonisation of education through a qualitative case study using social constructivism and narrative inquiry. The data included a mix of qualitative survey responses and semi-structured interviews, analysed using inductive thematic analysis. Findings were threefold; first, academics should “turn away” from the “lip service model” of decolonisation of education and “turn towards” deep and lasting change. Second, academics should “turn away” from challenges and “turn towards” opportunities offered by decolonisation of education. Third, academics should “turn towards” becoming transformative intellectuals and agents of change if they want to “turn the tide.” Knowledge in the blood may not be “easily changed,” but the disruption of the authority of received knowledge is possible through the transfusion of new knowledge. The findings suggest that universities should develop professional development courses that are focussed on how to effectively decolonise education.
{"title":"Decolonising Higher Education: The Academic’s Turn","authors":"S. Vandeyar","doi":"10.1080/10665684.2022.2064388","DOIUrl":"https://doi.org/10.1080/10665684.2022.2064388","url":null,"abstract":"ABSTRACT This article explores South African academics’ responses to the call for decolonisation of education through a qualitative case study using social constructivism and narrative inquiry. The data included a mix of qualitative survey responses and semi-structured interviews, analysed using inductive thematic analysis. Findings were threefold; first, academics should “turn away” from the “lip service model” of decolonisation of education and “turn towards” deep and lasting change. Second, academics should “turn away” from challenges and “turn towards” opportunities offered by decolonisation of education. Third, academics should “turn towards” becoming transformative intellectuals and agents of change if they want to “turn the tide.” Knowledge in the blood may not be “easily changed,” but the disruption of the authority of received knowledge is possible through the transfusion of new knowledge. The findings suggest that universities should develop professional development courses that are focussed on how to effectively decolonise education.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48114219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/10665684.2022.2064336
Sandra Saco, Monisha Bajaj, Claudia G. Cervantes-Soon, Dolores Delgado Bernal, Rita Kohli, Kevin K. Kumashiro
ABSTRACT Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and multigenerational immigrants have faced, and continue to face, when leaving one’s home country. Particularly important to our dialogue is our honoring of immigrant communities’ intersecting identities, activism, and agency. We challenge anti-immigrant rhetoric and resist colonizer mentalities and stereotypes that attempt to censor and erase the identities and stories of immigrant students in U.S. classrooms. This kitchen-table talk serves as both a call and an invitation for educators to provide and sustain learning environments informed by and uplifting immigrant experiences, in efforts to create a space for critical analysis and healing.
{"title":"“We Are Here...Because You Were There”: A Kitchen-Table Talk on Anti-Oppressive and Critical (Immigrant) Education","authors":"Sandra Saco, Monisha Bajaj, Claudia G. Cervantes-Soon, Dolores Delgado Bernal, Rita Kohli, Kevin K. Kumashiro","doi":"10.1080/10665684.2022.2064336","DOIUrl":"https://doi.org/10.1080/10665684.2022.2064336","url":null,"abstract":"ABSTRACT Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and multigenerational immigrants have faced, and continue to face, when leaving one’s home country. Particularly important to our dialogue is our honoring of immigrant communities’ intersecting identities, activism, and agency. We challenge anti-immigrant rhetoric and resist colonizer mentalities and stereotypes that attempt to censor and erase the identities and stories of immigrant students in U.S. classrooms. This kitchen-table talk serves as both a call and an invitation for educators to provide and sustain learning environments informed by and uplifting immigrant experiences, in efforts to create a space for critical analysis and healing.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：