Reframing Classroom Encounters: Teachers Making Sense of School Securitization
This thesis explores the discourses available to teachers in navigating and making sense of their role in the securitization of high schools. My analysis is based on semi-structured interviews conducted with nine teachers working in urban schools in Toronto. Drawing on frameworks from post-colonial,...
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| Language: | en_ca |
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2013
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| Online Access: | http://hdl.handle.net/1807/35104 |
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