A transformative pedagogy for classrooms with pluralistic wordlviews

Research output: Chapter in Book / Report / Conference proceedingConference contributionAcademicpeer-review

Original languageEnglish
Title of host publicationPhilosophy of Education 2012
EditorsC. Ruitenberg
Place of PublicationUrbana
PublisherUniversity of Illinois Press
Pages303-305
Publication statusPublished - 2012

Cite this

Miedema, S. (2012). A transformative pedagogy for classrooms with pluralistic wordlviews. In C. Ruitenberg (Ed.), Philosophy of Education 2012 (pp. 303-305). Urbana: University of Illinois Press.
Miedema, S. / A transformative pedagogy for classrooms with pluralistic wordlviews. Philosophy of Education 2012. editor / C. Ruitenberg. Urbana : University of Illinois Press, 2012. pp. 303-305
@inproceedings{a9991c03e4554454a07b76138c4e0b67,
title = "A transformative pedagogy for classrooms with pluralistic wordlviews",
author = "S. Miedema",
year = "2012",
language = "English",
pages = "303--305",
editor = "C. Ruitenberg",
booktitle = "Philosophy of Education 2012",
publisher = "University of Illinois Press",

}

Miedema, S 2012, A transformative pedagogy for classrooms with pluralistic wordlviews. in C Ruitenberg (ed.), Philosophy of Education 2012. University of Illinois Press, Urbana, pp. 303-305.

A transformative pedagogy for classrooms with pluralistic wordlviews. / Miedema, S.

Philosophy of Education 2012. ed. / C. Ruitenberg. Urbana : University of Illinois Press, 2012. p. 303-305.

Research output: Chapter in Book / Report / Conference proceedingConference contributionAcademicpeer-review

TY - GEN

T1 - A transformative pedagogy for classrooms with pluralistic wordlviews

AU - Miedema, S.

PY - 2012

Y1 - 2012

M3 - Conference contribution

SP - 303

EP - 305

BT - Philosophy of Education 2012

A2 - Ruitenberg, C.

PB - University of Illinois Press

CY - Urbana

ER -

Miedema S. A transformative pedagogy for classrooms with pluralistic wordlviews. In Ruitenberg C, editor, Philosophy of Education 2012. Urbana: University of Illinois Press. 2012. p. 303-305