“Miss, our clothes are clean:” contesting liminality in Lebanese kindergarten classrooms
Author:
Affiliation:
1. Education , Barnard College, Columbia University , New York , USA
2. Department of Organizational Leadership , Policy and Development , College of Education and Human Development , University of Minnesota, Twin Cities , Minneapolis , USA
Abstract
Funder
Rutgers University, Gaia Center's International Research Collaborative Grantab
Publisher
Walter de Gruyter GmbH
Subject
Linguistics and Language,Language and Linguistics
Link
https://www.degruyter.com/document/doi/10.1515/ijsl-2022-0041/pdf
Reference46 articles.
1. Abu El-Haj, Thea Renda. Against Implications: ethnographic witnessing as research stance in the Lebanese conflict zone. Comparative Education Review, in press.
2. Abu El-Haj, Thea Renda. 2015. Unsettled belonging: educating Palestinian American youth after 9/11. Chicago: University of Chicago Press.
3. Abu El-Haj, Thea Renda, Garene Kaloustian, Sally Wesley Bonet & Samira Chatila. 2018. Fifi the punishing cat and other civic lessons from a Lebanese public kindergarten. Journal of Education in Emergencies 4(1). 13–44.
4. Adair, Jennifer Keys & Kiyomi Sánchez-Suzuki Colegrove. 2021. Segregation by experience: agency, racism, and learning in the early grades. Chicago: University of Chicago Press.
5. Adair, Jennifer Keys, Louise Phillips, Jenny Ritchie & Shubhi Sachdeva. 2016. Civic action and play: examples from Maori, Aboriginal Australian and Latino communities. Early Child Development and Care 187(5–6). 798–811. https://doi.org/10.1080/03004430.2016.1237049.
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