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(2014) Origins, Rotterdam, SensePublishers.

(De)constructing origin in a stratified classroom/society

Dalya Yafa Markovich

pp. 19-33

The conjunction of academic activity with processes of recognition of disadvantaged and stigmatized origins has become a widespread phenomenon (Darling-Hammond et al. 2002; Puckett et al. 2007; Lagemann & Lewis, 2011). Such programs are based on the assumption that acknowledging and respecting the origin of the "Other" is a basis for fighting oppression and marginalization.

Publication details

DOI: 10.1007/978-94-6209-854-1_2

Full citation:

Markovich, D. (2014)., (De)constructing origin in a stratified classroom/society, in F. Dervin & H. Ragnarsdóttir (eds.), Origins, Rotterdam, SensePublishers, pp. 19-33.

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