‘I don’t want them to feel like we’re part of the establishment’: teachers’ learning to work with refugee families as entangled becomings

Alexandra Kendall*, Mary Rose Puttick, Louise Wheatcroft

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    2 Citations (SciVal)
    Original languageEnglish
    Pages (from-to)510-523
    Number of pages14
    JournalProfessional Development in Education
    Volume47
    Issue number2-3
    DOIs
    Publication statusPublished (VoR) - 2021

    Keywords

    • Newly arrived families
    • Teacher becomings
    • assemblages
    • rhizo-pedagogy
    • rhizomatics

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