Teachers and 'Resting Routines': Reflections on Cognitive Justice, Inclusion and the Pedagogy of Poverty

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 P-008-14N
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Tipo de Documento
Article
Year published
2011
Publicado
in Improving Schools, ISSN: 1365-4802
Volume: 14, Número: 3, Páginas: 258-267
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SCOPUS: 2-s2.0-81255211472
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ISSN: 1365-4802
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