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Going beyond the deficit theory to understand how minority children deal with school activities: argumentation as a meaningful methodological and analytical approach
Résumé
   
Mots-clés inégalités sociales à l'école, argumentation
   
Citation Mehmeti, T. (2015). Going beyond the deficit theory to understand how minority children deal with school activities: argumentation as a meaningful methodological and analytical approach. Presented at Argupolis II Final Event, Università della Svizzera italiana – USI, Lugano.
   
Type Présentation (Anglais)
Date 14-1-2015
Evénement Argupolis II Final Event (Università della Svizzera italiana – USI, Lugano)
Liée au projet Processus de sens et cheminements de pensée d'élèves dans...