@article{47fcfc5c3f294094b406a3feeb6162ae,
title = "{\textquoteleft}I don{\textquoteright}t want them to feel like we{\textquoteright}re part of the establishment{\textquoteright}: teachers{\textquoteright} learning to work with refugee families as entangled becomings",
keywords = "Newly arrived families, Teacher becomings, assemblages, rhizo-pedagogy, rhizomatics",
author = "Alexandra Kendall and Puttick, {Mary Rose} and Louise Wheatcroft",
note = "Funding Information: This work was supported by Erasmus Plus under Grant 2017-1-DE03-KA201-035602 Funding Information: The empirical materials we intra-act with in this paper were generated through Open School Doors (OSD), a two-year project funded by a European Union Erasmus+ grant. OSD brought together researchers, teachers, parents{\textquoteright} networks and other professionals working with NAF in the UK, Austria, Greece and Germany, to explore experiences, challenges and existing approaches to work with NAF towards development of more effective, collaborative and socially just ways of practicing education for social inclusion. Publisher Copyright: {\textcopyright} 2021 Informa UK Limited, trading as Taylor & Francis Group.",
year = "2021",
doi = "10.1080/19415257.2021.1887920",
language = "English",
volume = "47",
pages = "510--523",
journal = "Professional Development in Education",
issn = "1941-5257",
publisher = "Taylor & Francis",
number = "2-3",
}