Disruption as Reconciliation: Lessons Learned When Students as Partners Become Students as Teachers-Reference-Cited by-同舟云学术

Disruption as Reconciliation: Lessons Learned When Students as Partners Become Students as Teachers

Published:2021 Issue: Volume: Page:37-48
ISSN:2662-7809
Container-title:Teaching International Relations in a Time of Disruption
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Author:

Smith Heather A.,Yahlnaaw

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-030-56421-6_4

Reference16 articles.

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2. Edōsdi / Thompson, J. C., & Yahlnaaw / Grant, A. (2017). Decolonizing our colonized minds. Paper presented at World Indigenous Peoples Conference on Education (WIPCE), Toronto, 28 July 2017.

3. Dauphinee, E. (2010). The ethics of autoethnography. Review of International Studies, 36(3), 799–818. https://doi.org/10.1017/S0260210510000690.

4. Enloe, C. (1996). Margins, silences and bottom rungs: How to overcome the underestimation of power in the study of international relations. In S. Smith, K. Booth, & M. Zalewski (Eds.), International theory: Positivism and beyond (pp. 186–202). Cambridge: Cambridge University Press.

5. Felten, P., Abbot, S., Kirkwood, J., Long, A., Lubicz-Nawrocka, T., Mercer-Mapstone, L., et al. (2019). Reimagining the place of students in academic development. International Journal of Academic Development, 24(2), 192–203.

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