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This is the first book-length study of bilingual, international, and immigrant students in English writing courses that attempts to fully embed their writing experiences within the broader frame of their personal histories,
This book re-conceptualizes the field of international and comparative education by utilizing indigenous knowledge as a central component for altering the dominant, eurocentric social science research paradigm. Examples from indigenous sources of
The authors of this book join a growing number of voices calling for teachers in diverse, inclusive schools to move beyond facilitating social participation in classroom activities and consider ways to intellectually
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