Vol. 29 No. January - July (2021)

• From the monologue to the dialogue of knowledge? An epistemological and pedagogical reflection on the incorporation of traditional Indigenous knowledge within Mexico´s intercultural education system

  Carlo Rosa

  102

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• Basic education planning in Spain 1978-2016: Concepts, laws and models

  Donaldo Bello de Souza

  101

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• Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els?

  Christine Montecillo Leider, Michaela Colombo, Erin Nerlino

  100

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• Does the scholarship make a difference? An analysis of the academic performance of undergraduate students in the business area

  Vitor Hideo Nasu, Maiara Sasso

  99

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• The legitimation of privilege in Chilean elite schools: From social responsibility to the discourse of merit

  Tomas Ilabaca Turri

  98

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• The long-term effect of competition on public school achievement: Evidence from the Indiana Choice Scholarship Program

  Yusuf Canbolat

  97

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• Making it official: The institutionalization of the hegemony of English

  David G. Nieto

  96

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• Sustainable development and higher education institutions: A challenge to fulfill

  Raquel Fleig, Iramar Baptistella do Nascimento, Mario Sergio Michaliszyn

  95

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• Barriers to the integration of sustainability in the Spanish university curricula

  Leire Guerenabarrena-Cortazar, Jon Olaskoaga-Larrauri, Ernesto Cilleruelo-Carrasco

  94

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• Local references of educational quality: A comparative study with Sobral/CE and Oeiras/PI trajectories

  João César da Fonseca Neto, Geraldina Vicente Sol, Renato de Oliveira Brito

  93

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• Educational policies and gender training in the master’s of primary education at Spanish universities

  Encarna Bas-Peña, Victoria Pérez-de-Guzman, Sara Celorrio Moreno

  92

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• How teacher rotation in Japanese high schools affects the clustering of teacher quality: Comparing the distribution of teachers across public and private education sectors

  Ryan Seebruck

  91

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• Understanding democratic education policy queerly: Toward a queer democratic framework

  Bethy Leonardi, Michele S. Moses

  90

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• The mirage of conciliation: Difficulties and strategies for the organization of daily routines for families with children in primary education in Galicia

  Laura Varela Crespo, Rita Gradaílle Pernas

  89

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• Educational public policy during the pandemic: Comparative study of Mexico and Ecuador

  Angel Torres-Toukoumidis, Sonia Esther González-Moreno, Fernando Pesántez-Avilés, Juan Cárdenas-Tapia, Herik Germán Valles-Baca

  88

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• The school paths of children and youth in residential care at the Portuguese public school

  Daniela Ferreira, Ariana Cosme

  87

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• Open days: The public presentation of schools

  Rafael Feito Alonso, Javier Rujas Martínez-Novillo, Alberto Sánchez Rojo

  86

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• Do online courses provide an equal educational value compared to in-person classroom teaching? Evidence from U.S. survey data using quantile regression

  Manini Ojha, Mohammad Arshad Rahman

  85

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• The plot of the curricular change in the universities: A reconstruction of biology and physics in Uruguay at the end of the 20th century

  Carolina Cabrera Di Piramo, Silvina Cordero Protto

  84

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• Teaching as a profession: The portfolio as a teacher education device and policy during supervised internship in physical education

  Regina Zanella Penteado, Samuel Souza Neto

  83

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• Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in Australia, South Africa and Mexico

  Susan Ledger, Alfred Masinire, Miguel Angel Díaz Delgado, Madeline Burgess

  82

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• Science, power and regimes of truth in access to teaching profession academic texts

  Héctor Monarca

  81

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• The temporary teachers’ hiring policy in the municipal educational system of Cametá (Pará, Brazil, 2013–2020)

  Ariel Feldman, Daihana Maria dos Santos Costa

  80

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  • English translation

• The value of student feedback in open forums: A natural analysis of descriptions of poorly rated teachers

  Carlos Valcarcel, Jeffrey Holmes, David C. Berliner, Mari Koerner

  79

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• The “transitional moment” of Chilean education: The Comisión Nacional para la Modernización de la Educación (1994-1995)

  Sebastián Neut Aguayo

  78

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• Autism spectrum disorder (ASD): From public policies to evidence-based practices

  Débora Nunes, Carlo Schmidt, Francisco de Paula Nunes Sobrinho

  77

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  • English translation

• Teacher attrition: Human capital and terms of employment – Do they matter?

  Rinat Arviv Elyashiv, Yael Navon

  76

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• To whom does the moon belong? Some history on the debate about dance within Brazilian schools during the last 20 years

  Silvia Camara Soter da Silveira, Monique Andries Nogueira

  65

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• Political will for inclusive and equitable education: Analyzing its meaning over time

  Leire Darretxe Urrutxi, María Alvarez Rementería, Israel Alonso Saez, Nekane Beloki Arizti

  64

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• Innovation to what end? Exploring the dynamic landscape of Texas teacher preparation pathways

  Andrene J. Castro, Wesley L. Edwards

  63

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• School managers as street-level managers: A typology of principals in Brazilian municipal schools

  Catarina Ianni Segatto, Marina Katurchi Exner, Fernando Luis Abrucio

  62

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• The educational policy of democracy in Spain (1978-2019): Schooling, Church-State conflict, and quality of education

  F. Javier Merchán Iglesias

  61

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• Social networks and policy coherence: Administrators’ Common Core and teacher evaluation advice networks

  Elizabeth Leisy Stosich, Thomas Hatch, Kathryn Hill, Rachel Roegman, David Allen

  60

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• Predictors of success in the didactic-pedagogical organization of higher education: Meta-evaluation of the reports of the commissions

  Cleber Augusto Pereira, Joaquim Filipe Ferraz Esteves Araújo, Maria de Lourdes Machado-Taylor

  59

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• Collaborative research in the doctorate: Benefits and challenges from a case study

  Irene López Secanell, Georgina Llobet Bernaus, Quim Bonastra Tolós, Glòria Jové Monclús

  58

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• Taxonomy of grading practices in the University of Puerto Rico at Bayamón, 1995-96 to 2015-16

  Horacio Matos-Diaz

  57

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• Perceptions of classroom quality and well-being among Black women teachers of young children

  Erica B. Edwards, Nicole Patton Terry, Gary Bingham, Jeremy L. Singer

  56

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• Challenges of teachers of basic technical and technological education in Brazil

  Celia Tanajura Machado, Liliana Soares Ferreira, Taise Tadielo Cezar

  55

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• How much are universities engaged with their social responsibility?

  Maria Belén Arias Valle, Jasmina Berbegal-Mirabent, Frederic Marimon-Viadiu

  54

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• What if we name voice to every minuscule difference? Putting inclusion in check: Empirical routes of voice from the social model of disability

  Kyuttzza Gómez-Guinart, Marta Infante Jaras

  53

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• Uncovering whiteness as discourse: A critical discourse analysis of the in-state resident tuition debate for undocumented students in Texas

  Nicholas Tapia-Fuselier, Veronica A. Jones, Clifford P. Harbour

  52

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• Transition to high school: Policy management of flow correction and educational trajectories

  Maria de Fatima Magalhaes de Lima, Cynthia Paes de Carvalho

  51

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  • Translation
  • Traducción (Español)

• The student profile of the professional master’s degree in public administration in the Brazilian national network: An analysis of expectations and motives

  Dênis Ester Lamas, Vânia Aparecida Rezende, Fabrício Molica de Mendonça

  50

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• Incidence of socioeconomic school segregation on academic performance A study from Peru

  F. Javier Murillo, Sandra Carrillo

  49

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• Racial integration through two-way dual language immersion: A case study

  Elizabeth M. Uzzell, Jennifer B. Ayscue

  48

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• Best practices and performance of municipal elementary schools in Ceará: Analysis of school management efficiency

  Felipe Furlan Soriano, Alexandre Pereira Salgado Junior, Juliana Chiaretti Novi, Diogo Furlan Soriano, Perla Calil Pongeluppe Wadhy Rebehy

  47

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• Status and problems of qualitative research in education: Divulgation, research and access of university teaching staff

  Manuel Fernández-Navas, Noelia Alcaraz-Salarirche, Laura Pérez-Granados

  46

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• Faculty attitudes toward technology-driven instruction in developmental mathematics

  Jenna W. Kramer, Stephany Cuevas, Angela Boatman

  45

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• Does Texas’ compensatory education funding get to the intended students?

  Laurence A. Toenjes

  36

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• Varieties of academic capitalism: A conceptual framework of analysis

  Jose Joaquin Brunner, Julio Labraña, Emilio Rodríguez-Ponce, Francisco Ganga

  35

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• Publicly subsidized private schools in developing countries: Lessons from Colombia

  Claudia Diaz Rios, Nathalia Urbano Canal

  34

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• Educational policies and Chilean civic-military dictatorship (1973-1990): The process of neoliberal and authoritarian transformation of teachers’ training and workspaces

  Felipe Zurita

  33

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• ICT in the design of educational policies. The case of Mexico

  María Cristina López de la Madrid, Katiuzka Flores Guerrero, Cecilia Tejeda Mercado

  32

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• “Boots on the ground”: The authority-power dynamic of regional service centers in standards-based reform

  Katie Pak, Jillian McLaughlin, Erica Saldivar Garcia, Laura M. Desimone

  31

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• Migration and education: A study on the invisibilization of the migrant in Brazilian and Federal District educational policies

  Rodrigo Matos-de-Souza, Twila Lazarini, José González-Monteagudo, Jose María Barroso-Tristán

  24

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• A historical perspective on the uses and meanings of the concept of quality in Chilean school policies

  Carmelo Galioto, Rodrigo Henríquez Vásquez

  23

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• School autonomy at the service of educational success for all

  Noelia Ceballos López, Ángela Saiz Linares

  22

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• How does Teach For America engage its alumni politically? A case study in Detroit

  Jeremy Singer, T. Jameson Brewer

  21

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• Discursive tendencies in learning within contemporary Brazilian pedagogy

  Maura Corcini Lopes, Deise Andreia Enzweiler

  20

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• Policies for training lower secondary education teachers: Changes, inertia, absences, and challenges. The case of the Escuela Normal Superior de México, 1983-2020

  Rosalina Romero Gonzaga

  19

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• Professional graduate programs: History, objectives, and tendencies

  Philippe Drumond Vilas Boas Tavares, Cezar Luiz De Mari, Lucídio Bianchetti

  18

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• In the name of integrality and living in harmony: Genealogy of student counseling departments in Ecuador

  Diego Palacios Díaz, Felipe Hidalgo Kawada

  17

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  • English translation

• Education populism? A corpus-driven analysis of Betsy DeVos’s education policy discourse

  Michael Ian Cohen

  16

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• Teaching with an attitude: How effective has citizen education been in Chile?

  Rodolfo Disi Pavlic, Roberto Mardones

  15

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• Generic competences self-reported by Brazilian university students

  Priscila Larangeira Carvalho, Fernanda Ribeiro de Araújo, Rodolfo Eduardo Scachetti, María Jesús Freire Seoane, Nancy Ramacciotti de Oliveira-Monteiro

  14

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• “The school that I seek, the school that I offer”: Contents and rationalities of the educational offer of the Chilean school market

  Cristian José Oyarzún Maldonado

  13

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• Education faculty as knowledge brokers: Competing for access to New York State print media and policy influence

  Gary Anderson, Nakia M. Gray-Nicolas, Madison Payton

  12

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• Two sides of the same coin: Social representations of academic freedom in higher education in Brazil

  Bruno Eduardo Slongo Garcia, Pedro Chapaval Pimentel, Jane Mendes Ferreira

  11

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• Admission and academic selection at upper secondary school in Mexico

  Jimena Hernández-Fernández

  10

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• The contribution of the university to improve academic work of postgraduate professors

  Ana Hirsch Adler

  9

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• Reform ripples: The role of recontextualization in scaling up

  Tali Aderet-German, Adam Lefstein

  8

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• Curriculum of ethnic-racial relations at a faculty of dentistry

  Fabricio de Medeiros Melo, Jorge Luís de Souza Riscado

  7

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• Incidence of personal and contextual factors on the use of technological resources by students in Latin America

  Sara Cebrián-Cifuentes, Gonzalo Almerich, Jesús Suárez-Rodríguez, Francesc Pedró

  6

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• Going left or right? A study of the policy rationale of the Chilean center-left coalition Concertación in Education

  Alejandra Falabella

  5

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• School trajectories of adolescents in conflict with the law: Systematic and integrative review

  Francisca Vieira Lima, Sonia Maria Chaves Haracemiv

  4

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• Analysis of quota policies in state public universities in the state of Paraná/Brazil, according to the Policy Cycle

  Andreliza Cristina de Souza, José Carlos Rothen

  3

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• Critical policy scholarship in education: An overview

  Tebeje Molla

  2

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• The impact of the Asignación Universal por Hijo Program on educational outcomes and student tasks in Argentina

  Monserrat Serio, Martina Herrera

  1

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• Policy implementation as a tool for advancing equity in community college

  Ángel de Jesus Gonzalez, Luz Burgos-López, Eric R. Felix, H. Kenny Nienhusser

  25

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• Will college promise programs improve or reduce equity? Understanding the contextual conditions that influence program implementation

  Laura W. Perna, Jeremy Wright-Kim, Elaine W. Leigh

  26

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• Unpacking implementation capacity and contexts for degree reclamation strategies: What factors move the equity needle?

  Jason Taylor, Paul Rubin, Sheena Kauppila, Leanne Davis

  27

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• Opportunity for all? The differential impacts of North Carolina’s revised comprehensive articulation agreement by race/ethnicity

  Rachel E. Worsham, Melissa Whatley, Jonathan E. Loss

  28

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• The influence of policy implementation in the Midwest: How an SSTEM program broadens participation and enhances engineering identity for community college students

  Sarah L. Rodriguez, Maria L. Espino, Brian D. Le, Kelly Cunningham

  29

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• For Latinx, by Latinx: Race-conscious leadership in policy implementation

  Eric R. Felix

  30

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Striving for Social Justice and Equity in Higher Education

• Introduction: Striving for social justice and equity in higher education

  Irina Okhremtchouk, Caroline Turner, Patrick Newell

  37

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• Racial and ethnic diversity in higher education: White privileged resistance and implications for leadership

  Lidyvez Sawyer, Roberta Waite

  38

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• Leading at the crossroads: Understanding how identity influences presidential communication for Black community college presidents

  Jon McNaughtan, Bryan K. Hotchkins

  39

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• “It’s a sea-change”: Understanding the role the racial and socio-political climate play on the role-shift of the American college presidency

  Tenisha Tevis

  40

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• On diversity, identity and socialization: Inequality of educational outcomes

  Caroline Sotello Viernes Turner

  41

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• Examining the continuum of Black student leadership: From community to college and beyond

  Bryan Hotchkins, Jon McNaughtan

  42

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• More than learning English? The impact of university intensive English language program attendance on international student academic achievement

  Adam T. Clark, Dianna Lippincott, Jeongeun Kim

  43

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• School, university and community collaboration to promote equity through inclusive cultural competence

  Tammy Ellis-Robinson, Jessica Wayde Coles

  44

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International Migration and the Right to Education

• International migration and the right to education: Challenges for facing inequalities in education systems policies

  Ana Lorena Bruel, Isabelle Rigoni, Maïtena Armagnague

  66

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• The challenge of social inclusion, beyond school: Tensions and deficiencies in the integration policies of migrant girls and boys in Spain

  Paula Estalayo, Raquel Miño Puigcercós, Laura Malinverni, Pablo Rivera-Vargas

  67

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• Migration of international students to Chile: Challenges of the new public education

  Jorge Alarcón-Leiva, Catalina Gotelli-Alvial

  68

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• Implementation of educational policies for migrants: A case study in the Swiss canton of Geneva

  Barbara Fouquet-Chauprade, Julia Napoli

  69

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• Migrant and refugee students’ right to linguistic education: Sociopolitical, sociolinguistic and educational reflections on Brazilian and German cases

  Tatyana Friedrich, Sílvia Melo-Pfeifer, Bruna Ruano

  70

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• Reactions and approaches of educational policies to migratory flows: A comparative review of the cases of Chile and Catalonia

  Gabriela Quezada, Pablo Rivera-Vargas, Carla Fardella

  71

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• An impossible public problem or the paradox of activist resistance: Unwillingly depoliticizing immigrants’ schooling in France

  Thomas Douniès

  72

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• Family and institutional narratives on barriers accessing schools in migrant families: A case study in Spain

  Carlos Lubián

  73

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• Myths and facts about the inclusion of immigrant students in Chilean classrooms: The case of writing

  Denisse Gelber, Natalia Ávila Reyes, María Jesús Espinosa, Rosario Escribano, Javiera Figueroa Miralles, Carolina Castillo

  74

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• Migration and asylum in global education policies and debates: An approach to the discourses on mobilities and its subjects

  Giovanna Modé Magalhães, Flavia Schilling

  75

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